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教育人員對我國身心障礙學生就讀大專校院教育議題之調查研究

An Investigation of Higher Education Issues for Students with Disability in Taiwan

摘要


本研究旨在瞭解大專校院和高中職教育人員對我國高等教育階段「教育機會均等理念」、「身心障礙學生升學大專校院進路」與「身心障礙學生教育過程處遇」的看法,研究方法採取分區焦點座談和問卷調查法,調查對象為全國166所大專校院和206所高中職校的教育人員,焦點座談共有58人參加,問卷調查的有效問卷共有569份,問卷回收率為55.38%。本研究發現:(一)就大學教育機會均等理念而言,大專校院入學需具備必要的學力表現(98%),少數族裔加分優待符合多元文化教育理念之教育機會均等(73%),特殊學習背景者入學大專校院加分優待具有爭議性。(二)就大學教育機會均等指標而言,身心障礙學生入學後的教育過程處遇(87.3%)比入學進路更重要,現行入學考試方式調整政策符合教育機會均等(99.2%)。(三)就大學入學進路而言,持「福利」觀點的教育機會均等理念者會支持身心障礙學生入學大學加分優待政策(76.9%),然應依身心障礙學生障礙類別、障礙程度採用不同的加分優待標準。(四)就大學入學過程處遇協助而言,教育人員對現行特殊教育介入與服務之同意度很高(91%以上)。本研究最後提出四點建議,提供教育實務與未來研究之參考。

並列摘要


This study was aimed to understand educators' opinions concerning the provision of higher education for students with disability. The focused issues are equal opportunity of higher education, access to and treatment in universities. The methodology of this study included focus group discussion and questionnaire survey. The participants were represented from 166 universities and 206 senior high schools in Taiwan. The total number in the focus group discussion was 58 participants. The questionnaire had 569 effective responders. The response rate is 55.38%. The conclutions are as follows: First, 98% of responders agreed that those who got access to universities must reach the basic academic requirement. 73% of responders agreed with providing the bonus points to minority students on account of the multicultural conception of equal opportunity of education. It was controversial to provide the bonus points for the veterans, children of Foreign Service Officers, etc. Second, 87.3% responders thought that for students with disability substantive educational treatment was more important than access to higher education. 99.2% of responders held that the alternative assessment policy in the entrance examination was in accordance with the principle of equal opportunity of education. Third, 76.9% responders who agreed with the bonus point tended to hold the perspective of welfare. However, this policy should take the different categories and levels of disabilities into account. Fourth, most of the participants strongly accept the special education service in universities. According to these findings, four suggestions were proposed for further consideration and study in the future.

參考文獻


甄曉蘭(2007)。偏遠國中教育機會不均等問題與相關教育政策初探。教育研究集刊。53(3),1-35。
陳怡靖(2001)。臺灣地區高中/技職分流與教育機會不均等性之變遷。教育研究集刊。47,253-282。
林坤燦、羅清水(2008)。台灣地區大專校院身心障礙學生對資源教室實施現況之調查研究。特殊教育學報。27,99-128。
許天威、蕭金土、吳訓生、林和姻、陳亭予(2002)。大專校院身心障礙學生學校適應狀況之研究。特殊教育學報。16,159-198。
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被引用紀錄


胡心慈、林奕廷(2023)。大專階段智能障礙學生之學習及就業轉銜概況之研究教育科學研究期刊68(1),35-71。https://doi.org/10.6209%2fJORIES.202303_68(1).0002
詹穆彥、張恒豪(2018)。平等參與或特殊待遇?臺灣障礙者大學入學制度變遷之社會學分析特殊教育研究學刊43(3),1-28。https://doi.org/10.6172%2fBSE.201811_43(3).0001
廖崑志(2012)。身心障礙大學生生涯抉擇歷程之研究〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-1610201315281045

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