身心障礙學生學習成果評鑑之研究

Evaluating Learning Outcomes of Disabled Students

孫淑柔(shu-jou Sun)

指導教授 ： 王天苗博士

國立臺灣師範大學/教育學院/特殊教育學系/博士(1999年)

摘要

身心障礙學生學習成果評鑑之研究
摘要
本研究分成二個階段進行，第一階段目的在建立身心障礙學生學習成果評鑑項目；第二階段則是以台北市四所國民中小學為例，試用第一階段建立之評鑑項目，分析其身心障礙學生學習成果，並探討與身心障礙學生學習成果有關的因素。因此，第一階段研究採用訪談法和德懷術，分別選取20位特教教師、31位學者專家為對象，以訪談題綱、身心障礙學生學習成果評鑑項目意見調查表蒐集資料，所得資料則以次數分配、百分比加以處理，並針對訪談及調查表的意見進行歸納整理。
本階段研究發現，身心障礙學生學習成果評鑑項目，包括「在校期間的學習成果」以及「畢業後的學習成果」二部分。其中，「在校期間的學習成果」可分為：「出席及活動參與情形」、「學習表現」、「責任與獨立」、「情緒和團體適應」、以及「滿意度」等五項；「畢業後的學習成果」則可分為：「後續教育或訓練」、「就業」、「居家生活」、以及「社會生活」等四項。
第二階段研究則是以個案研究法，選取台北市附設啟智班和資源班的四所中小學的14位教師、63位學生、及71位家長為對象，並以「學校身心障礙教育實施狀況調查表」、「教師滿意情形調查表」、「身心障礙學生學習情形調查表」、「學生滿意情形調查表」、「家長滿意情形調查表」、以及「身心障礙學生畢業後情形調查表」等六種工具進行資料蒐集。所得資料以次數分配、百分比、平均數、和標準差加以處理，並針對調查表內的意見進行歸納整理。
研究結果發現：(1)身心障礙學生出席狀況良好，而且皆無輟學情形；(2)啟智班學生參與普通班班級活動機會不足；(3)資源班學生在學習上沒有明顯的進步，造成學習動機低落，自信心不足；(4)國中啟智班畢業生均能繼續接受後續教育；(5)國中啟智班畢業生在處理自己的財物上較感困難；(6)國中啟智班畢業生較少參與社區活動。此外，本階段研究也歸納出與身心障礙學生學習成果有關的因素包括：(1)學習能力；(2)家長參與；(3)班級氣氛；(4)教師之間的團隊合作；(5)學習動機。
根據上述結果，本研究分別對於教育行政單位、學校、以及未來研究提出可行的建議。

關鍵字

身心障礙學生 ； 學習成果 ； 評鑑

並列摘要

Evaluating Learning Outcomes of Disabled Students
ABSTRACT
This two-phase study was, mainly, to establish an Evaluation System of Learning Outcomes of Disabled Students. The system was tried out with disabled students in four schools at elementary and junior high schools levels to explore the learning outcomes of the students and factors related to these outcomes. In the first phase, Delphi and interviewing methods were adapted to collect consensus opinions on items in the Evaluation System from 31experts in the field and 20 special education teachers. The case study method was used, in the second phase, to collect data from 63 disabled students placed in special education classes and resource rooms, their parents, and special education teachers. By using Survey of Student Learning Outcomes at School, Survey of Student Post-School Learning Outcomes, Teacher Satisfaction Survey, Student Satisfaction Survey, Parent Satisfaction Survey, and Survey of Special Education Status of School. Data was analyzed with frequency, percentage, means, and standard deviation.
The findings of this study were as follows: (1) The Evaluation System of Learning Outcomes of Disabled Students was composed of two parts, at-school and post-school learning outcomes. At-school learning outcomes can be evaluated with five domains of presence and activity participation, learning performance, responsibility and independence, emotion and social adjustment, and satisfaction. Post-school learning outcomes can be evaluated with four domains of education or training, employment, residential independence, and community independence. (2) As the results of learning outcomes, disabled students were found to have high rate of school attendance, low participation with regular classes activities, low achievements in schools but mostly continue their post-secondary school education after graduation. They were also reported to have difficulties in money management and community involvement in their post-school life. (3) Students learning ability and motivations, parent involvement, classroom climate, and cooperation between teachers were reported to be the crucial factors associated with learning outcomes of disabled students. Therefore, recommendations were made in terms of administration and teaching.

並列關鍵字

disabled students ； learning outcomes ； evaluation

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