本研究目的在瞭解大專校院身心障礙學生之教育需求,包括存在之教育需求情形、與非身心障礙學生間之需求差異、及不同障礙程度與不同障礙類別間之需求差異,以便從需求角度思考大專特殊教育之方向、重點,及障礙分類別之適切性。本研究前後接觸1415 位大專身心障礙學生,過程包括編製教育需求問卷後施測於939位大專學生,其中720位為身心障礙學生。結果發現:(1)一般而言大專身心障礙學生具有高的教育需求,尤其中重度障礙學生。顯示大專特殊教育的規劃應更著重對中重度障礙學生的照顧,且遵循個別化原則;(2)身心障礙學生的部分教育需求與一般生無異,可知身心障礙學生之特殊教育重點可分為一般性及特殊性;(3)從二因子變異數分析結果發現:部分教育需求之全體中重度障礙學生較輕度障礙學生高,但另有部分教育需求因障礙類別學生呈現不同障礙程度間之差異,但並非所有障礙類別學生均有此情形;而輕度與中重度障礙間各障礙類別學生之需求差異也不完全一致。結論若障礙學生要分障礙類別,則中重度障礙學生比輕度障礙學生更加適合。本研究最後從教育需求的角度提出教師與相關專業人員掌握身心障礙學生在大專就學期間的輔導建議,以便成為後續特殊教育服務規劃之參考。
The purpose of this study was to analyze the special needs of college students with disabilities. Fourteen hundred and fifteen students from 89 colleges took part in the study. Through questionnaire inquiries, 3 results were found:(1)The special needs of the students with disabilities were higher than those of the students without disabilities.(2)Students with severe and moderate disabilities had higher special needs than students with mild disabilities.(3)Special needs were different on the conditions of the student’s disabilities category and level. Findings recommend further special education studies and practices in colleges.