- 期刊
總統教育獎得主之身心障礙學生成功因素之探討
Discussion on the Success Factors of the President's Education Award for Winners With Physical or Mental Disabilities
摘要
身心障礙學生自我概念低且影響其學校適應，研究文獻指出提供適切的學習楷模能幫助身心障礙學生學習正向行為與態度繼而改變自身情形。因應前述原由，本研究邀請三十位2013至2019年各學習階段之總統教育獎得主之身心障礙學生進行半結構式訪談，目的為探究總統教育獎得主之身心障礙學生之成功因素。將訪談資料進行內容分析，得出總統教育獎得主之身心障礙學生個人與環境相關成功因素，研究結果分述如下：一、總統教育獎得主之身心障礙學生個人成功因素。（一）人格特質多為正向樂觀、獨立自主，以正向沉穩的態度面對障礙限制與困境，並能把握機會學習，運用科技媒體探索多元領域拓展興趣，且具感恩的心，期許回饋社會。（二）自我概念為認為自己與常人一樣，可以透過適應策略消弭障礙的影響，一樣能熱愛生命、成長學習。（三）學習動機高，希望自己在優勢能力領域有所成就或突破、補強弱勢能力，重要他人的支持鼓勵，使其有信心追求夢想不輕易放棄。（四）自我接納態度良好，願意接納自我與障礙和平相處，心理方面的調適策略為正向思考與重要他人的支持陪伴。（五）能以不同的適應策略，消弭限制突破困境。二、總統教育獎得主之身心障礙學生環境相關成功因素。（一）重要他人有父母／祖父母、手足、教師、同儕與輔導員、醫生。（二）父母之教養態度多為支持鼓勵、民主原則，教養策略為培養孩子獨立自主能力與鼓勵孩子體驗各種事物，並積極為孩子爭取資源，引導孩子正向思考以及教導孩子適應策略。（三）教師態度多為支持鼓勵，課業學習方面基本採一視同仁的態度，針對個別特殊需求作部分彈性調整。同儕之態度多為良好，同儕經理解而願意包容，班級氛圍和諧。（四）學校環境多為接納支持，協助申請輔具、課程等相關資源，注重IEP會議，與老師、家長、學生共同合作營造無障礙學習環境。最後依據研究結果，對身心障礙學生、教育環境及未來研究分別提出相關建議。
並列摘要
The main purpose of this study was to explore the success factors of the Presidential Education Award winners for physically and mentally handicapped students, inviting thirty presidential education awards for various learning stages from 2013 to 2019 to conduct semi-structured interviews and analyze the data to obtain the success factors of the President's Education Award winners with physical or mental disabilities were divided into personal and environmental factors, and the research results were summarized as follows: 1.Personal Success Factors. (1) The personality traits of the Presidential Education Award winners were mostly positive and optimistic, independent, able to face the limitations and difficulties caused by the obstacles in a positive and calm attitude, and can seize the opportunity to learn and use technology media to explore multiple fields of expansion Interested, all with a grateful heart, I hope to return warmth to society. (2) The self-concept of the Presidential Education Award winners for physically and mentally handicapped students were to think that I am the same as ordinary people. Although the obstacles will limit it, you can eliminate it through adaptive strategies, and you can love life and grow and learn. (3) The winners with physical or mental disabilities of the Presidential Education Award had a high motivation for learning. He hopes that he will achieve achievements or breakthroughs in his superior ability field, strengthen his weak ability, and support and encourage others, so that he can confidently pursue his dream and not give up easily. (4) The winners with physical or mental disabilities of the President's Education Award had a good self-acceptance attitude and is willing to accept his own obstacles and live in peace with him. The psychological adjustment strategy is positive thinking, conversion of thoughts and the support and companionship of important others. (5) The winners with physical or mental disabilities of the Presidential Education Award could use different adaptation strategies to eliminate restrictions and break through the predicament. 2. Environmental success factors. (1) The important others of the President's Education Award winners with physical or mental disabilities were parents, brothers, sisters, teachers, peers and other personnel. Other personnel include counselors and doctors. (2) The parental attitudes of the parents of the Presidential Education Award winners for physically and mentally handicapped students were mostly supportive of encouragement and democratic principles. The parenting strategy was to cultivate children's independence and encourage children to experience various things, and actively strive for resources for children, guide children to think positively and teach children Adaptation strategy. (3) The attitudes of teachers and teachers of the Presidential Education Award winners for mental and physical disabilities were mostly supportive and encouraging. For the academic education of the Presidential Awards for mental and physical disabilities, the attitude of the teachers was the same, and some flexibility was adjusted according to individual needs. Make flexible adjustments based on individual special needs. The attitudes of peers of the Presidential Education Award winners were mostly good. Peers understand and were willing to tolerate. The class atmosphere was harmonious. (4) The school environment of the Presidential Education Award winners for mental and physical disabilities were mostly for acceptance and support, focusing on IEP meetings, working with teachers, parents, and students to assist in the application of assistive devices, courses, and other related resources to create barrier-free access for the Presidential Education Awards for mentally handicapped recipients learning environment. Finally, based on the results of the study, we put forward relevant suggestions for students with disabilities, schools and teachers, and follow-up studies.