大專校院資源教室對學習障礙學生評量調整實施現況之研究

Research on Implementation of Assessment Accommodations for Students with Learning Disabilities in Resource Classrooms of Colleges

張懷民(Chang, Hwai Min)

指導教授 ： 孔淑萱

國立清華大學/竹師教育學院/特殊教育學系/碩士(2019年)

摘要

本研究旨在探討大專校院資源教室對學習障礙學生實施評量調整之現況及問題。以自編之「大專校院資源教室對學習障礙學生評量調整實施現況之研究問卷」為工具進行調查，以全國資源教室輔導員為母群體，研究採分層隨機比例抽樣方法，問卷發出260份，回收有效問卷213份，可用率為82％。問卷所得資料採次數分配、算數平均數、標準差、百分比、單因子變異數分析、薛費法（Scheffé）進行事後比較及多元迴歸分析。為求更深入探究本研究各面向，故加以訪談授課老師及資源教室輔導員各5位
。依據研究結果，歸納出以下結論：
一、大專校院資源教室在實施情形中在「實施層面」中有84.5％輔導員會因學生狀況較常使用適度延長考試時間；「支持層面」上有82.1％輔導員認為授課老師在考試前，能透過輔導員清楚瞭解學習障礙學生狀況及需求。
二、「處遇能力」上有87.3％大專校院資源教室輔導員認為有能力告知家長或學生評量調整的意義、方式和作業流程；「需求評估」中77.0％輔導員認為學習障礙學生經過評量調整之後能有效提高學生學習動機及自信心。
三、不同性質大專校院資源教室在進行學習障礙學生評量調整工作存在顯著性差異，私立技職大專校院資源教室執行層面及支持層面皆較其他性質學校表現的顯著。
四、在面對學習障礙學生評量調整的處遇能力，以服務8年以上資源教室輔導員表現較好。
五、資源教室對學習障礙學生評量調整的實施情形與實踐效能之間存在一定的關聯性，尤其支持層面對處遇能力及需求評估上是有相關。
六、大專校院面對學習障礙學生評量調整的主要問題，在於實際上對評量調整知能仍有差距
；教學現場實施評量調整存在著齊頭式平等；學習障礙學生缺乏自我認同及自我倡導的能力。
最後依據本研究結論，對教育主管機關、大專校院、資源教室輔導員及未來研究方面提出實務上的建議。

關鍵詞：評量調整、學習障礙學生、大專資源教室

關鍵字

評量調整 ； 學習障礙學生 ； 大專資源教室

並列摘要

The study aims to understand the current situations and issues of the assessment accommodations of students with learning disabilities in resource classrooms of colleges. A questionnaire “The Implementation of Assessment Accommodations for Students with Learning Disabilities in Resource Classrooms of Colleges” was designed to collect data from counselors in resource classrooms. Using a stratified proportional sampling method, 260 questionnaires with 213 valid ones (82% effective response rate) were collected. Data were analyzed including the frequency distribution, arithmetic mean, standard deviation, percentage, one-way ANOVA, Scheffé test as post-hoc analysis and the multiple regression analysis. Furthermore, semi-structured interviews were conducted with five professors and five counselors to explore in-depth understandings in terms of the issues of assessment accommodations for students with learning disabilities in colleges. The findings of the study are as the following:
1. From the practical perspectives, 84.5% of counselors preferred the method as moderate extension of examination duration for students with learning disabilities, while in the supporting perspectives
, 82.1% of counselors replied that through the report of them, the instructors could have a clear understanding about the status and needs of students with learning disabilities.
2. Regarding the intervention ability, 87.3% of counselors reported that they were capable of informing parents and students about the meaning, methods and operational procedures towards assessment adjustments. In the needs assessment level, 77% of counselors replied that assessment adjustment was likely to enhance students’ learning motivation and confidence.
3. Significant difference existed among different types of colleges. For instance, the performance in practical and supporting levels of resource classrooms was examined to be better in private universities and colleges than those in public universities and colleges.
4. In the ability of assessment adjustment, the counselors with more than 8 years working experience outperformed the others.
5. A certain correlation was found between the implementation situation of the assessment and adjustment of the learning adjustment of the students with learning disabilities in the resource classrooms. In particular, the supporting level is relevant to the intervention ability and the needs assessment.
6. The significant issues of dealing with assessments of students with learning disabilities among colleges were concluded as the following: (1) there existed disparity in practically executing the assessment adjustment; (2) equality phenomena with regard to assessment adjustment was commonly shown in the teaching spot; (3) students with learning disabilities were lack of self-identity and self-advocacy.
Finally, based on the study outcomes, suggestions for practices and future research were provided.

Key words: Assessment accommodations, students with learning disabilities, resource room in colleges

並列關鍵字

Assessment accommodations ； students with learning disabilities ； resource room in colleges

參考文獻

一、中文部分

王瓊珠（2017）。學習障礙大學生學校生活適應研究。特殊教育學報，45，1-24。

王敏輯（2017）。我國大專資源教室輔導人員工作現況與工作滿意度之研究。（未出版之碩士論文）。國立臺中教育大學，臺中市。

孔淑萱、張懷民、曾施惠（2017）。大專校院特殊需求學生評量調整之困境與省思。特殊教育發展期刊，64，43-51。

竹苗考區107年國中教育會考簡章（民國107年１月）。竹苗考區107年國中教育會考試務會。取自https://docs.google.com/viewer?a=v&pid=sites&srcid=bWFpbC5jdHNoLmhjYy5lZHUudHd8MTA3Y2FwfGd4OjRhZWQ5Y2I3YjU3MmI5MmQ