- 學位論文
高中職自閉症學生學校適應及相關因素之研究
School Adjustment and Its Relevant Factor for Senior High School Students with Autism
摘要
本研究旨在瞭解一般高中職自閉症學生學校適應情形及其學校適應之相關因素，並據以提出結論與建議。本研究採用特殊教育長期追蹤資料庫100學年度之問卷調查數據，得有效樣本277份，以描述性統計、獨立樣本t考驗、單因子變異數分析、逐步多元迴歸等統計方式進行分析，研究結果歸納如下: 1.高中職自閉症學生整體的學校適應呈現中等以上程度。 1-1分向度排序第一為個人適應，第二為學習表現，第三為同儕互 動，第四為師生關係。 2.不同個人背景因素之高中職自閉症學生在年級、障礙程度向度達到顯 著差異。 2-1不同性別之高中職自閉症學生在學校適應各項度未達顯著差異。 2-2不同年級之高中職自閉症學生在學校適應的學習表現及師生關係 向度達顯著差異，學習表現向度高一得分大於高三，師生關係向度高 三得分大於高一。 2-3不同障礙特質之高中職自閉症學生在學校適應的學習表現、同儕 互動、整體適應向度達到顯著差異。經事後比較結果發現，有「生理 障礙」及「認知障礙」特質的學生，其分數高於其他障礙特質學 生；而帶有「情緒障礙」的自閉症學生，其所有適應向度皆低於其 他障礙特質學生。 3.不同家庭背景因素之高中職自閉症學生在親子關係向度達到顯著差 異。 3-1不同家庭親子關係之高中職自閉症學生在學校適應的自我適應及 整體適應部分達到顯著差異。親子關係屬於一般至良好的學生得分高 於親子關係不良之學生。 3-2不同家長教養方式之高中職自閉症學生在學校適應各項度未達顯 著差異。 4.不同學校背景因素之高中職自閉症學生在科別向度達到顯著差異。 4-1就讀不同學校性質之高中職自閉症學生在學校適應各項度未達顯 著差異。 4-2就讀不同科別之高中職自閉症學生在學校適應的學習表現及自我 適應向度達到顯著差異。在學習表現向度，安置於「家政科」及「普 通科」之高中職自閉症學生分數顯著高於「綜職科」學生；在自我適 應向度，安置於「綜職科」學生分數顯著高於「家政科」及「普通 科」學生。 5.「生理+認知+情緒障礙」及「認知障礙」特質學生、「親子關係」及 「年級」等變項，可以有效預測高中職自閉症學生之學校適應情形。 最後根據研究之結果及發現，對學校教師、行政人員、家長、其他教育工作者針對教育實務上，及對後續研究者之研究提出建議。
並列摘要
The purpose of this study is to understand the adjustment and its relevant factors of students with autism for high school Students with Autism, and provide conclusions and suggestions accordingly. The data of this study were extracted from the high school questionnaire of the 2011 school year of the Special Needs Education Longitudinal Study database. There are 277 copies of valid guestionnaire were analyzed using by descriptive statistics, a t test, one-way ANOVA and stepwise regression analysis, the conclusions are summarized as follows: 1.The high school students with autism demonstrated a medium level of school adjustment. 2.School adjustment for high school students with autism has significant diffrences in grade. In academic part, the senior students showed better school adjustment than junior students. School adjustment for high school students with autism has significant diffrences in disability trait. The students with physiological and cognition disability showed better school adjustment than other students. And the students with emotion disability showed the worst school adjustment. 3.School adjustment for high school students with autism has significant diffrences in parent-child relationship. The students have well school adjustment which have good parent-child relationship. 4.School adjustment for high school students with autism has significant diffrences in department. In academic part, studied in 「home economics」and 「general education」 students showed better school adjustment than special education class students. In personal adaptation part, studied in special education class students showed better school adjustment than 「home economics」and 「general education」students 5.「Physiological +Cognition +Emotion Disability」、「Cognition Disability」trait students、「Parent-child relationships」and 「grade」were have predictors for school adjustment. Based on the results, the researcher offered some suggestions to teachers,educators, parents,and the education authorities for future study.