高中職學生對身心障礙同儕接納態度之研究

本研究旨在了解高中職學生對身心障礙同儕接納態度之現況，以及探討不同背景變項的高中職學生對身心障礙同儕接納態度的差異情形。本研究採用問卷調查法，以自編「高中職學生對身心障礙同儕接納態度量表」分析高中職 589 名學生，問卷調查所得資料，以描述性統計、t 檢定以及單因子變異數分析進行資料分析，其研究結果歸納如下。 1. 高中職學生對身心障礙同儕整體接納態度之情形為中等以上程度，以「認知」層面的接納態度最高，其次依序為「情感」、「行為傾向」。 2. 不同性別之高中職學生對身心障礙同儕整體接納態度達顯著差異，其中女性高中職學生接納態度顯著高於男性高中職學生。 3. 不同年級之高中職學生對身心障礙同儕整體接納態度達顯著差異，其中二年級高中職學生接納態度顯著高於一年級及三年級高中職學生。 4. 不同接觸經驗之高中職學生對身心障礙同儕整體接納態度達顯著差異，其中「每天都有接觸」身心障礙同儕的學生接納態度顯著高於「從未接觸過」的學生。 5. 學校有無特教宣導之高中職學生對身心障礙同儕整體接納態度達顯著差異，其中校內「有舉辦過」特教宣導的高中職學生接納態度皆顯著高於校內「沒有舉辦過」特教宣導的高中職學生。 6. 不同學校所在地區之高中職學生對身心障礙同儕整體接納態度未達顯著差異。本研究依據研究結果，對後續研究、相關單位及人員提出建議。

關鍵字

高中職學生；身心障礙；同儕接納態度

並列摘要

The purpose of this study is to explore the attitude of senior high school students toward their peers with disabilities. They were surveyed with a questionnaire designed by the researcher and titled as “senior high school students’ attitude toward their peers with disabilities ”.There are 589 students sampled from senior high schools with ordinary classes . The collected data were statistically analyzed by descriptive statistics, independent sample t- tests, and single-factor analysis of variance. The research findings were as following. 1. In general, peer acceptance attitudes toward senior high school students are positive, and cognition has the highest score among the three:Cognition, Affection, and Behavior intention. 2. Schoolgirls accept the resource class classmates more than schoolboys. 3.Students of second grade had more positive attitude than first and third grade. 4. The more the students get in touch with resource class classmates the more they can accept them. 5. The lesson taught on the special education provides positive help to the students to receive their peers with disabilities. 6. There are no significant differences on the effects of school locations. Based on the research findings, this study provides further suggestions and references for the relevant study, units and personnel.