高級中等學校學習障礙學生學校生活適應：學生與教師觀點之比較

本研究旨在比較學生自評與教師他評之高級中等學校學習障礙學生學校生活適應之情形，以自編問卷進行資料蒐集，以612位高級中等學校學習障礙學生及其一位熟悉學生適應情形之教師作為研究對象，所得資料以獨立樣本t檢定、皮爾森積差相關以及描述性統計進行統計分析。本研究結果發現如下：（一）高級中等學校學習障礙學生之學生自評與教師他評之差異情形達顯著差異，學生自評結果顯著高於教師他評結果；（二）高級中等學校學習障礙學生之學生自評與教師他評之相關情形為中度相關；（三）高級中等學校學習障礙學生學校生活適應之學生自評與教師他評於各向度之現況比較中同儕關係與師生關係一致性同意較高，學科學習、術科學習與環境感受一致性同意較低。研究者依據研究結果提出之下列建議：關注學習障礙學生社會情緒狀況、鼓勵學生自我倡議，以及探討安置於無編制特殊教育教師之學習障礙學生學校生活適應。

關鍵字

高級中等學校；學習障礙；學校生活適應

並列摘要

The aim of this study was to explored the discrepancies of the students' and teachers' perspective on school adjustment of senior high school/vocation school students with learning disabilities The students' self-rating version and the teacher-rating version of school adjustment questionnaires were filled out to compare their difference related to students' school adjustment perspectives. Participants included 612 senior high school/vocational school students and teachers. Data were analyzed with Descriptive statistics and paired sample t test. The findings of this study were summarized as follows: (1) Significant differences in school adjustment were found between students' self-rating version and the teacher-rating version; (2) The correlations students' self-rating version and the teacher-rating version ranged from low correlations to moderate correlations; (3) The students' and teachers' perspective on "peer relationship" and "teacher-student relationship" were consistent, and on other dimensions were not. Based on the results of the study, suggestions were proposed for the practical works and further researches: to aware their social-emotion status, to promote self- advocacy, and to explore the school adjustment of senior high school/vocational students with learning disabilities that the schools do not have special education teacher.

並列關鍵字

high school ； learning disabilities ； school adjustment

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