特殊教育學校高職部學生家長參與學校教育之研究-以某特殊教育學校為例

The study of parental participation in school education among special education school senior high students’ parents

呂滄堯(Tsang-Yao Lu)

指導教授 ： 任麗華

中原大學/人文與教育學院/特殊教育研究所/碩士(2012年)

https://doi.org/10.6840/cycu201200522

摘要

本研究旨在探討特殊教育學校高職部學生家長參與學校教育的態度，並瞭解影響家長參與的因素及促進家長參與的方法，分析不同背景變項對家長參與學校教育的態度之差異性。
本研究以我國北部某所招生智能障礙類學生為主之特殊教育學校高職部學生家長為研究對象，以自編問卷進行資料蒐集。總計發出396份，回收294份，有效份數275份，回收率74.2％，可用率69.4％。研究結果如下：
一、特殊教育學校高職部學生家長整體的參與態度為正向。在六個向度中，各分向度的態度均為正向，以「親師的資訊溝通」為最高，其次由高而低分別為「家長意見的倡導」、「學生的學習狀況」、「社區合作的推動」、「學校活動的支持」，最低的則為「學校決策的參與」。
二、在分析不同家長背景變項對家長參與學校教育的態度之差異性，研究結果顯示對家長參與態度的差異並不顯著，僅有家長性別在部分向度有顯著差異；有無擔任家長會代表在整體態度上有顯著差異。
三、在分析不同子女背景變項對家長參與學校教育的態度之差異性，研究結果顯示對家長參與態度的差異並不顯著，僅有子女就讀年級在部分向度有顯著差異。
四、在妨礙家長參與學校教育的調查上，家長認為「家長本身缺乏時間」、「學校無提供適當交通服務」、「家長間彼此缺乏聯繫」和「家長對於法令的不瞭解」是妨礙家長參與學校教育的阻礙因素，並以「家長本身缺乏時間」為最大阻礙者。
五、在增強家長參與學校教育的調查上，大多數家長認為學校要主動規劃親師溝通的時間與管道；學校規劃活動要考量家長，予以彈性規劃時間；學校在辦理活動時可以在交通、休息場所、與時間安排給予家長更多便利；協助家長進行親職教育的增能，以及學校人員積極鼓勵等，都可以增強家長參與學校教育。
本研究根據研究發現及結論，研究者提出若干建議供家長、學校行政單位及未來研究之參考。

關鍵字

態度 ； 家長參與 ； 特殊教育學校

並列摘要

The aims of this study were to explore parental participation in school education among senior high vocational students in special education school, factors affecting participation, and strategies to promote parental involvement. In addition, to analyze whether parents and students’ backgrounds were related to parents’ attitude in school participation.
The subjects of this study were parents of intellectually impaired senior high students in one of the Northern part of special education schools. This survey research utilized a self-developed questionnaire for data collection. A total of 396 questionnaires were sent out and 294 returned. Among these 294 questionnaires, 275 were valid for data analyses. Therefore, the return rate was 74.2%, and the valid questionnaire rate was 69.4%.
The results of the study were as follows:
1. In all 6 aspects of attitude toward school education participations, these parents all had positive attitude in school education participation. The “ Parent-teacher information exchange” ranked the most positive, “advocacy for parents’ opinion” ranked the second positive. And “involvement with students’ learning” ranked the third highest.
2. Statistical analyses results showed that mostly were no significantly differences among different parents’ backgrounds and school education participation. However, whether was parental representative or not in school, and parental gender had significant differences in school education participation.
3. In overall attitude in school participation, there were no statistically significance between students’ backgrounds and parental participation in school education. Only students’ grade related to parental participation.
4. “Lack of time to participate in school education”, “School does not provide proper transportation”, “Lack of contact among parents”, and “Lack of understanding in regulations and rules” were four major factors hindered parental participation in school education. Among these 4 factors, “Lack of time to participate in school education” was the worst hindrance.
5. Most parents suggested school should take the initiative to plan parent-teacher communication times and channels. In addition, when planning activities, school should consider parents’ needs, provide more flexible time arrangement, transportation, and proper rest area. In addition, school should not only assist parents to plan parental education classes, but also strongly encourage parents to attend. These factors can enhance parental participation in school education.
According to the results of the findings, the researcher recommded some practical suggestions for parents, school administrators and future research.

並列關鍵字

special education school ； parent participation ； attitude

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