國中階段身心障礙學生家長參與鑑定安置工作之需求─以桃園市為例─

The Parents' Needs in the Process of Identifying and Evaluating Students for Special Education Services --An Example of Taoyuan County.

何羽鎔(Yu-Jung Ho)

指導教授 ： 鄭淑芬

中原大學/人文與教育學院/特殊教育研究所/碩士(2019年)

https://doi.org/10.6840/cycu201900319

摘要

本研究以子女就讀桃園市國中階段，且於106年度參與過桃園市鑑定安置之各障礙類別學生家長為研究對象，旨在探究桃園市國中階段身心障礙學生家長參與鑑定安置的需求及需求獲得情形，進而瞭解不同背景變項的家長於參與過程之需求及需求獲得差異情形。研究者以自編「國中身心障礙學生家長參與鑑定安置與評量之需求量表」為研究工具，採Likert四點量表計分，以障礙類別為分類基準，採等比例分層隨機抽樣，共計回收有效樣本120份，將所得資料以描述性統計、相依樣本t考驗、獨立樣本t考驗以及單因子變異數分析之量化統計方式進行分析，再以量表中之開放性問題收集質性資料。歸納本研究結果如下：
一、需求程度部分：在資訊需求、情感需求、參與需求及全量表中，需求程度皆介於「需要」至「非常需要」之間，需求程度由高至低依序為資訊需求、情感需求以及參與需求。二、需求獲得程度部分：資訊需求獲得程度接近「經常獲得」，而情感需求、參與需求及全量表獲得程度則介於「很少獲得」及「偶爾獲得」之間，而需求獲得程度以資訊需求最高，參與需求次之，情感需求最低。三、需求程度及需求獲得之比較情形：根據統計分析結果，家長在「資訊需求」、「情感需求」、「參與需求」以及「全量表」的需求程度皆顯著高於需求獲得情形，顯示家長參與鑑定安置評量的過程中，需求未充分獲得。四、不同背景變項的家長參與鑑定安置之需求差異情形：在各向度及全量表之家長需求不因障礙程度、障礙類別、子女性別、安置型態、填寫身分、家庭結構及是否具參與鑑定安置經驗而有差異，僅在家長教育程度達顯著差異，家長教育程度在「大學以上」者於「情感需求」、「參與需求」以及「全量表」的鑑定安置參與需求程度皆顯著高於教育程度為「高中職」與「國中以下」者。五、不同背景變項的家長參與鑑定安置之需求獲得差異情形：在各向度及全量表之家長需求獲得情形不因障礙程度、障礙類別、子女性別、安置型態、填寫身分、家庭結構及是否具參與鑑定安置經驗而有所差異，但是在家長教育程度之變項上有顯著差異，家長教育程度在「大學以上」者於「資訊需求」及「情感需求」的鑑定安置需求程度皆顯著高於教育程度為「高中職」與「國中以下」者。
依據上述結果，研究者分別針對學校單位、教育行政單位、家長以及未來研究者提供相關建議。

關鍵字

鑑定安置 ； 家長參與 ； 家長需求

並列摘要

The study aims to explore the parents’ needs in the process of identifying and evaluating students for special education services in Taoyuan County. The researcher developed a self-report inventory to investigate the parents’ needs in the process of identifying and evaluating the qualification for receiving special education services. The stratified random sampling technique was employed to collect data.
The descriptive statistics, paired-samples t-test, independent-samples t-test and one-way ANOVA were used to analyze the quantitative data. Also, the open ended questions embedded in the scale were used to collect qualitative data. The results are as follows:
1. The study showed that the demand level of parents’ needs ranged from “need” to “strongly need”. The order of the demand level from high to low was information subscale, emotion subscale, and participation subscale.
2. For the acquisition of the parents’ needs satisfaction, the subscale of information was close to “often obtained”; whereas, the subscales for the emotion and the participation were between “occasionally obtained” and “rarely obtained”. The order of the acquisition from high to low was the subscale of information, participation, and emotion.
3. Statistically significant differences between the demands and acquistions were found in the areas of information needs, emotional needs and participation needs.
4. For the comparative analyses of the demands of parents’ needs, the significant differences were only found for parents' educational level. Specifically, the parents whose educational level were college had more demands in the areas of emotion and participation than those whose educational level were high schools or middle schools.
5. For the comparative analyses of acquisition of parents’ needs satisfaction, the significant differences were also only found for parents' educational level. Particularly, the parents whose educational level were college had more demands in the areas of information and emotion than those whose educational level were high schools or middle schools.
Based on the results, findings were therefore discussed in relations to the recommendations and limitations given in the study.

並列關鍵字

identifying and evaluating ； parent participation ； parents’ needs

參考文獻

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一、中文部分