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|Other Titles:||Accountability of Inclusive Education: School Adjustment and Satisfaction of Junior High School Students with Disabilities Based on the Special Needs Education Longitudinal Study|
National Taiwan Normal University Department of Special Education
Purpose: In 2013, 85% of all students with disabilities attended regular classes in compulsory education in Taiwan. What were the educational outcomes for these students? We explored the school adjustment and campus satisfaction of students with disabilities in junior high schools; the differences of the school adjustment and the campus satisfaction of the students with disabilities from grades, placements and categories of disabilities; furthermore, the association between campus satisfaction and adjustment conditions of the students was also evaluated. Methods: The data were extracted from the junior high school questionnaires of the 2008 school year of the Special Needs Education Longitudinal Study database. The questionnaires were completed by teachers and students and were analyzed using descriptive statistics, a t test, a repeated measures analysis of variance, and Pearson correlation. All student samples (1,213 students in the seventh grade and 952 students in the ninth grade) attended regular classes or received additional resource classroom programs in Northern, Central, Southern, and Eastern Taiwan. Results/Findings: (a) Regarding school adjustment, the main difficulty for all students with disabilities was in academic dimension. The second difficulty was in peer relationships, followed by teacher-student relationships. Students exhibited the most favorable performance in following regular school rules. Self-adjustment showed the second-most favorable results. Overall, campus satisfaction was adequate. (b) Regarding academic dimension, students with intellectual disability (ID) exhibited substantial difficulties, followed by students with learning disability (LD). (c) In peer relationships, the most prominent difficulties were exhibited by students with autism spectrum disorder. (d) Regarding following regular school rules, the most severe difficulties were exhibited by students with emotional and behavioral disorders (EBD), followed by students with LD an
|Appears in Collections:||特殊教育研究學刊|
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