- 期刊
肢體障礙學童學校功能活動參與與協助情形之調查－以台中地區國小為例
The School Function Related to Physical Abilities of Taichung Elementary School Students with Physical Disabilities
摘要
本研究依據ICF模式自編調查表，調查台中地區國小肢體障礙學童學校功能活動參與與協助情形，並探討參與與協助情形是否受肢體障礙學童個人因子、身體功能構造因素、環境因子等所含之變項所影響。本研究為問卷調查法，樣本採169位台中地區國小肢體障礙學童，資料處理採敘述統計、t考驗、單因子變異數分析、卡方考驗、多元回歸等。研究結果顯示肢體障礙學童學校功能活動參與與協助情形明顯受到學童個人因子、身體功能構造因素、環境因子所影響，其中影響學校功能活動參與情形主要變項為粗動作能力變項、長時間活動教室變項、障礙別變項，而影響學校功能活動所需協助情形主要變項為組動作能力變項、長時間活動教室變項。
並列摘要
The Study Background and Purpose The students with physical disabilities always suffer from difficulties and frustrations in general setting. Teachers do not have medical background and cannot realize their students' strengths and limitations. There are few evaluation tools about physical disabilities children in Taiwan. The study developed a self-revised tool according to ICF model. And use the tool to investigate the participation and assistance needed of the students with physical disabilities in general elementary schools. The Study Method 169 students with physical disabilities in Taichung elementary school were included. The self-revised school function assessment tool was used to investigate the participation and activities of these subjects. The statistical analysis methods were descriptive statistics, t-test, ANOVA, chi-square, and Pearson correlation, multiple regression. The Study Results The school function activities were related to physical disabilities. The participation and assistance of the school function activities were affected by personal factor, body function and structure, and environment factor of students with physical disabilities. The main affected variables of participation were severity of gross motor variable, classroom setting variable, and handicap complexity variable. The main affected variables of assistance were severity of gross motor variable and classroom setting variable.