臺北市國小智能障礙學童休閒活動參與之研究

Study on Participation of Taipei City's Elementary Students with Intellectual Disabilities in Recreation

陳曉萍(Hsiao-Ping Chen) ； 王淑楨(Shu-Chen Wang) ； 林素一(Su-Yi Lin) ； 黃志成(Chih-Cheng Huang)

《身心障礙研究季刊》 9卷4期 (2011/12) Pp. 228-239

https://doi.org/10.30072/JDR.201112.0002

摘要

本研究主要目的在瞭解智能障礙學童之休閒活動參與情形，並探討不同背景變項的國小智能障礙學童休閒活動參與現況與變項之差異情形。採問卷調查法進行資料之收集，以臺北市公立國小設置特教班之智能障礙學童為研究對象，取得有效問卷263份。分別做描述性統計、t檢定、單因子變異數分析、雪費事後比較等統計方法進行資料分析。本研究結論如下：學童最常參與休閒活動的項目，前五名為看電視、散步、逛街、玩玩偶、玩小汽車。不同背景變項之學童在「休閒活動參與情形」之差異性分析結果為：在性別的比較上，女生在「藝文性活動」與「居家性活動」的參與情形顯著高於男生。在年齡的比較上，「整體休閒活動參與」有顯著差異，但組間無差異；年齡較高者在「社交性活動」、「運動性活動」參與情形高於年齡較低者。在障礙程度的比較上，「整體休閒活動參與」、「社交性活動」有顯著差異，但組間無差異；輕度障礙學童在參與「運動性活動」顯著高於極重度障礙學童。在父、母教育程度的比較上，「戶外旅遊類」有顯著差異。本研究依結論，對教育行政機關的建議是：在社區公園規劃可供散步之步道及為不同障礙程度之學童規劃不同的運動性活動。對學校老師的建議是：依學童的實際心智年齡及發展設計社交性休閒課程，依學童的年齡、體能及動作發展設計適合的休閒運動課程，鼓勵男生多參加藝文性及居家性活動，為極重度學童設計適合的運動性活動。對家長的建議是：為孩子選擇優質電視節目，帶孩子逛街並給予機會教育，依孩子的發展狀況選購適宜的玩具，幫極重度的孩子選擇適宜的運動性活動，教育程度為圈中小之父母親，多帶孩子參加戶外旅遊類活動。

關鍵字

休閒活動參與 ； 智能障礙學童

並列摘要

The study purports to know participation of students with intellectual disabilities in recreation while discussing current status of elementary students with intellectual disabilities, under various background variables, participating recreation and difference between the variables. Questionnaire survey is adopted to collect data; students with intellectual disabilities of special education class in Taipei City's public elementary school are studied. 263 valid questionnaires received are analyzed separately by statistical methods such as descriptive statistics, t-test, one-factor analysis of variance (ANOVA) and Scheffe's method. The study has results as follows: the top five recreations that students often join are TV watching, walk, shopping, doll playing and toy car playing. Concerning ANOVA of ”Participation in Recreation”, students under different background variables show: for gender, participation of girl in ”Arts and Cultural Activity” and ”Home-based Activity” is higher than boy. Regarding age, ”Overall Recreation Participation” presents significant difference but no difference appears among groups. Senior is higher than junior in attending ”Social Activity” and ”Sports Activity”. With regard to level of disability, ”Overall Recreation Participation” and ”Social Activity” vary significantly but no difference appears among groups. Students with moderate disabilities are obviously higher than those with profound disabilities in joining ”Sports Activity”. For education background of parents, ”Outdoor Travel” shows significant difference. The study, based on conclusion, has suggestion for educational authority: to design promenade in community park for a walk in addition to different sports activities for students with different degrees of disability. It suggests school teachers: to design social recreation program according to actual mental age and development of students, plus proper leisure and exercise program based on their age, physical fitness and motor development, to encourage boys to join arts and cultural activity and home-based activity, and to work out sports activity suitable for students with profound intellectual disabilities. The study suggests that parents choose good TV program for children, teach kids when taking them to shopping, select appropriate toys according to children's development state, choose proper sports activity for those with profound disabilities; it suggests parents having junior high or elementary school degree take children to outdoor travel more often.

並列關鍵字

Leisure activity participation ； mentally retarded children

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