國小視障學生自我認同個案研究

A Case Study of Self-identity for Students with Visual Disabilities in Primary School

袁東(Dong Yuan)

《惠明特殊教育學刊》 3期 (2016/04) Pp. 27-43

https://doi.org/10.6297/JHMSE.2016.3(1).3

摘要

本文通過敍說研究對兩名NB盲校學生的作文，以文本語句編碼進行質性分析，以瞭解視障學生個體自我認同狀況。結果發現：(1)兩名個案能夠悅納視障，自我概念客觀、理性；(2)兩名個案生命歷程積極向上，自我意義清楚、明確；(3)兩名個案人際融洽，積極互動，自他關係和諧；(4)兩名個案能主動融入社會，自我認同正向；(5)視覺障礙並不自動影響視障學生自我概念及自我認同，視障學生有個別差異。本研究針對結果，提出了四個教育啟示。

關鍵字

國小視障學生 ； 自我認同 ； 個案研究

並列摘要

This paper does qualitative analysis by textual coding compositions from two students with visual disabilities at NBschool, it aims to discern how students with visual disabilities identify themselves. Based on the study results, we found: (1) the two students can accept their visual disabilities, their self-conception is objective and rational. (2) they are aggressive, their sense of self is definite. (3) they have interpersonal harmony and active exchange, their relationship between the self and others is harmonious. (4) they can reintegrate into mainstream society actively, their self-identity is positive. (5) the visual disabilities don't affect their self-conception and self-identity, there is individual difference between them. Finally, above all, this paper proposes four educational implications.

並列關鍵字

primary school ； students with visual disabilities ； self-identification ； case study