智能障礙學生視覺動作統整能力與學校日常生活功能表現

本研究旨在探討智能障礙學生視覺動作統整表現與學校日常生活功能表現，並探究兩者間相關性。研究對象為32位國小智能障礙學生，研究變項含背景變項（安置班型、障礙等級、年級別）、視覺動作統整學校日常生活功能表現，所得資料以敘述性統計、Mann-Whitney U檢定與Kruskal-Wallis檢定、Spearman等級相關係數進行統計分析。研究結論為：（一）智能障礙學生視覺動作統整與日常生活功能表現會因安置班型、障礙程度而有差異；（二）集中式特教班智能障礙學生視覺動作統整能力與學校日常生活功能肢體／生理層面的使用文具教材、清潔衛生、飲食活動、衣著整理相關，資源／巡迴輔導班僅視知覺與書寫有顯著相關；（三）年級別較低的智能障礙學生視覺動作統整能力與書寫具相關性，年級別較高者則與使用文具教材、清潔衛生、衣著整理具相關性。建議應強化智能障礙學生視覺動作統整能力以助益其學校日常生活功能，尤其集中式特教班，不同年級別；未來可增加教育階段、環境生態等層面探討，以了解影響智能障礙學生視覺動作統整與學校生活功能表現相關因素。

關鍵字

智能障礙學生；視覺動作統整；學校日常生活功能

並列摘要

The purpose of this study aimed to investigate the relations of visual-motor integration and school function skills in elementary-school students with intellectual disabilities. Thirty-two children with intellectual disabilities participated in this study. Visual-motor integration (Berry VMI) and the School Function Assessment (SFA) were administered to each student. Mann-Whitney U test and Kruskal-Wallis test were conducted to determine between-group differences in types of placements, degrees of severity, and grades. Spearman's rank correlation coefficient was calculated to measure the strength and direction of association between VMI and SFA. The results were summarized as follows: (1) measures of VMI and SFA substantially vary depending not only on types of special-education placements but on degree of severity. (2) Students with intellectual disabilities in centralized special education class showed significant relations between performance on VMI and activities addressed in physical tasks: using materials, setup and cleaning, eating and drinking, and hygiene. For those in decentralized resource room/ itinerant resource program, significant correlation revealed only between visual perception written work. (3) Performance on VMI was significantly correlated to written work for students in primary grades; substantial correlations were also found between VMI and physical tasks (using materials, hygiene, clothing management) for students in primary grades. Findings suggested that improved VMI skills may lead to increase of school functions, especially for students with intellectual disabilities in self-contained classroom and primary grades. More research is needed to address the effects of educational stages, the ecological perspective, etc. on VMI and SFA.