高中階段身心障礙學生學習成果的表現情形及其影響因素

The Performance and Influence Factors on the Learning Outcomes of Students with Disabilities in High School

孫淑柔(Shu-Jou Sun) ； 黃澤洋(Tse-Yang Huang)

《特殊教育發展期刊》 70期 (2020/12) Pp. 35-52

https://doi.org/10.7034/DSE.202012_(70).0003

摘要

本研究依據特殊教育長期追蹤資料庫已釋出之100學年度高三身心障礙學生部分資料進行研究，主要目的在探討身心障礙學生的學習成果、建構學習成果的影響模式、以及不同背景變項的身心障礙學生學習成果之差異。研究者選取高三身心障礙學生共974位進行研究，結果發現：一、身心障礙學生學習成果以出席及活動參與的得分最高，學業表現得分最低；二、「學生及家庭因素」和「學校經驗」都是影響學習成果的重要因素；三、不同性別、安置類型、障礙類別的身心障礙學生學習成果有明顯的差異。

關鍵字

特殊教育長期追蹤資料庫 ； 次級分析 ； 身心障礙學生 ； 學習成果

並列摘要

The purposes of this study were describing the learning outcomes of students with disabilities in high school; establishing a model to explain the effects of personal background and school experience factors on the learning outcomes of students with disabilities; and finally, finding the difference of learning outcomes in school on the personal background factors. There were 974 senior high school students with disabilities selected in 2011 academic year from the data base of Special Needs Education Longitudinal Study. The survey data obtained from the questionnaires for teacher, parents, and students were used to conduct secondary analysis. Descriptive statistics such as mean and standard deviation, structural equation modeling, and ANOVA were used in this study. The results of this study were as follows: (1)The performance of students with disabilities in high school, the attendance and participated in activities were the highest rated, and the academic performance was the lowest rated. (2) The crucial influenced factors of learning outcomes were ＂student and family factors＂ and ＂school experience.＂ And both could explain 36% of the learning outcomes for students with disabilities. (3) Sex, placement, and type of disabilities had significant difference on the learning outcomes in high school.

並列關鍵字

Special Needs Education Longitudinal Study ； secondary analysis ； students with disabilities ； learning outcomes

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