大學生參與身心障礙孩子親子活動之服務－學習歷程和成效

本研究主要是探討2020－2022年間大學生參與身心障礙孩子親子活動的服務－學習歷程和成效。研究對象為一所私立科技大學參與服務-學習的學生，每年約為12－13位。研究工具包括學生問卷、服務日誌、反思討論紀錄和學生訪談。研究結果在服務-學習歷程方面包括：一、較多學生在初次服務的心情感受為負面心情（挫折、擔心），在服務後轉為正向感受（成就感、感動或開心）等；二、前期不敢、不知道如何與身障孩子互動到慢慢摸索、發展出與身障孩子互動方式；三、學習面對引導身障孩子參與活動的挑戰；四、探索與突破親子活動新經驗為（1）親子活動中關係建立的磨合和服務角色的定位，（2）進階更細緻、溫暖的服務，讓愛在家庭間流動，（3）第一年只能按表操課生存，第二年才覺得如順水推舟；五、從舊有對身心障礙者的刻板印象或負面態度轉變為正向觀點和態度。服務-學習的成效包括：一、自我成長的增進，例如耐心、包容心、應變、合作等；二、特教相關專業素養的提升；三、關懷素養的增強。根據研究結果提出規劃身心障礙親子活動增進學生學習之建議。

關鍵字

身心障礙孩子；親子活動；服務－學習歷程；大學社會責任

並列摘要

This study mainly explored the service-learning process and effectiveness of college students participating in parent-child activities for children with disabilities and their families from 2020 to 2022. Each year the subjects of the study were about 12-13 students participating in service learning in a private technical university. Research tools included student questionnaires, service journals, reflective discussion notes, and student interviews. The research results in terms of the service-learning process include: 1. Most students felt negative emotions (frustration, worry) at the first service stage, and turned to positive feelings (sense of accomplishment, touch, or happiness) after the service; 2. At early stage students feared or didn't know how to interact with children with disabilities until they slowly explored and developed a way to interact with them; 3. Students learned to face the challenges of guiding children with disabilities to participate in activities; 4. Students explored and broke through new experiences in parent-child activities for (1) The running-in of relationship building and the positioning of service roles in the activities (2) Providing advanced, more detailed and warm services, allowing love to flow in families (3) The first year just for survival by following the work schedule, and the second year feeling like going smoothly 5. Students changed from the old stereotypes or negative attitudes towards people with disabilities to positive views and attitudes. The effectiveness of service-learning include: 1. the improvement of self-growth, such as patience, tolerance, resilience, cooperation, etc.; 2. the improvement of special education-related professional qualities; 3. the enhancement of caring literacy. Based on the research results, suggestions are provided to develop a service-learning program of parent-child activities for children with disabilities to improve students' learning.

並列關鍵字

Children with Disabilities ； Parent-Child Activities ； Service-Learning Process ； University Social Responsibility

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