新移民家庭與非新移民家庭身心障礙子女相關因素之比較分析

新移民子女教育問題為我國重要的教育議題之一，就讀國民小學階段且具有特殊教育資格之學生佔全體國民小學身心障礙學生的10.10%，是故探討新移民家庭身心障礙子女的相關學習議題為一重要的教育研究方向。本研究旨在探討新移民家庭身心障礙子女與非新移民家庭身心障礙子女的家庭狀況、溝通能力與日常生活技巧之現況與其差異情形，並分析其家庭狀況、溝通能力與日常生活技巧間的交互關係。本研究採用次級資料分析法，資料取自特殊教育長期追蹤資料庫(Special Needs Education Longitudinal Study, SNELS)103 學年度小三家長問卷與文蘭適應行為量表，扣除遺漏值後，合計有2,324 名，其中有381 名為新移民子女。資料分析採描述統計、t 考驗及結構方程式。主要研究發現為：(1)新移民家庭身心障礙子女的家庭狀況、溝通能力與日常生活技巧顯著低於非新移民家庭身心障礙子女；(2)新移民家庭身心障礙子女的家庭狀況對溝通能力、日常生活技巧與溝通能力對日常生活技巧之直接效果均達顯著影響，且會透過溝通能力產生間接影響；(3)非新移民家庭身心障礙子女的家庭狀況僅對溝通能力有顯著正向影響，但並未對其日常生活技巧產生顯著影響。最後，本研究根據研究結果，對相關行政單位、學校教育、新移民家庭及未來研究提出建議。

關鍵字

新移民家庭身心障礙子女；家庭狀況；溝通能力；日常生活技巧；特殊教育長期追蹤資料庫

並列摘要

The purpose of this study was to explore the relationship of family situations, communication skills and living skills between the students with disabilities from new immigrant and local families in Taiwan. This study used the method of secondary data analysis. This study adopted the empirical data from Special Needs Education Longitudinal Study (SNELS) in 2012. The subjects were 2,324 third graders in elementary schools, among whom 381 students with disabilities from new immigrant families. The data were analyzed by means of descriptive statistics, t-test, and structural equation modeling. Findings were summarized as follows: (a) The students from local families’ family situations, communication skills, and living skills were higher than those of students from new immigrant families. (b) Students from new immigrant families’ family situations to communication skills to have positive influenced, and their family situations to living skills to have also positive influenced. Besides, their cultural communication skills to living skills to have positive influenced. (c) Students from new immigrant families’ family situations to communication skills by living skills to have significant influenced. Based on the research results, several suggestions for education administrator, teachers, and future studies were proposed.