園藝治療活動對國中階段特教班學生之影響
Abstract
本研究主要目的是瞭解國中階段特教班學生在參與園藝治療活動後，對其肢體動作、情緒、社會互動與職業技能的影響。研究對象為台北市市立某一完全中學之國中特教班14位學生，研究活動進行時間為2012年11月下旬至2013年5月中旬，共進行10個單元，寒假期間活動暫停。本研究採個案研究，量化資料與質性資料並用。在活動進行之前及結束後，由家長或老師協助填寫「園藝治療福祉效益前後測問卷」以取得量化資料。再以觀察學生於研究過程中的各項表現，並訪談協同研究者、導師、家長與學生，及匯整家長的回函以蒐集質性資料。園藝治療活動單元的進行主要由研究者指導活動的進行，協同研究者則觀察與協助學生在活動中的各項表現，活動結束後一同討論。
研究結果：學生在參與園藝治療活動之種植植栽、花藝設計操作等不同的活動後，顯示：1.園藝治療活動能促進學生的肢體活動。2.能提昇學生的成就感與自信心。3. 能增進學生與他人的互動。4.能培養或訓練學生的基本職業技能。尤其問卷中「栽培技術」項目顯著的進步可得知職業技能的影響最多。
在限制與建議上：1.配合特教新課綱跨科合作成一團隊，2. 依據學生人數、能力與個別需求，彈性調整人力支援與活動內容，3. 園藝植栽、器材的選擇與場地的規劃，4. 增加其他障礙類別的研究對象，5. 配合節慶進行園藝治療活動。
This study is to explore whether the horticultural therapy can improve participants’ body movements, emotional, social and vocational skills. Participants are 14 junior division’s disabled students of a Taipei municipal high school. Research period started from Nov. 2012 through May 2013. Methods includes case study and quantitative/ qualitative data questionnaires. Conclusions involved the horticultural therapy can help participants in (a) improving physical activities; (b) building self-confidence and the sense of accomplishment; (c) smoothening interaction with others and (d) establishing basic vocational skills. Particularly, the cultivation techniques significantly improve students’ vocational skills based on the study. Recommendations are proposed and further details are discussed.
This study is to explore whether the horticultural therapy can improve participants’ body movements, emotional, social and vocational skills. Participants are 14 junior division’s disabled students of a Taipei municipal high school. Research period started from Nov. 2012 through May 2013. Methods includes case study and quantitative/ qualitative data questionnaires. Conclusions involved the horticultural therapy can help participants in (a) improving physical activities; (b) building self-confidence and the sense of accomplishment; (c) smoothening interaction with others and (d) establishing basic vocational skills. Particularly, the cultivation techniques significantly improve students’ vocational skills based on the study. Recommendations are proposed and further details are discussed.
Description
Keywords
園藝治療活動, 身心障礙, 國中特教班學生, 肢體活動, 情緒, 社會互動, 職業技能, horticultural therapy activities, disability, junior special education students, physical activity, emotional, social interaction, vocational skill