智能障礙學生升學高中職之決策因素及入學後學校適應情形之研究

Abstract

本研究旨在探討新北市智能障礙學生升學高中職決策因素及入學後學校適應評量情形。採自編「智能障礙學生升學高中職決策因素及入學後學校適應之學生調查問卷」及「智能障礙學生升學高中職決策因素之家長調查問卷」，郵寄送出學生及家長問卷各161份，回收正式有效問卷各128份及131份。所得資料以次數分配、百分比、平均數、標準差、積差相關進行分析。所得結果略述如下：

一、智能障礙學生在升學高中職決策過程中有良好的參與程度。 二、不同性別、就讀不同高中職班型及不同國中教育安置之智能障礙學生，在升學高中職決策中有不同的參與程度。 三、智能障礙學生及家長對升學決策因素各向度的重視程度普遍一致，最主要決策因素皆為「學生興趣喜好」。 四、不同性別、就讀不同高中職班型及不同升學管道之智能障礙學生，對升學決策各因素向度的重視程度有所不同。 五、智能障礙學生入學高中職後學校適應情形有中上水準，而以「常規適應」表現最佳，「人際適應」最不理想。 六、不同背景變項之智能障礙學生在入學高中職後學校適應情形有所不同。整體而言，女生、就讀高中職普通班及國中安置普通班者適應較好。 七、智能障學生升學高中職之決策因素中的「高中職學校」因素，與其入學後學校適應有低度正相關。

本研究亦針對教育行政單位、學校及未來的研究提出建議，期能做為未來特殊教育發展與改善之參考。The purpose of research was to investigate the decision-making factors of students with intellectual disabilities enrolling into senior high school and their school adjustments in New Taipei City.

Two questionnaires were designed to explore the purpose as mentioned. One was “The questionnaire of decision-making factors of students with intellectual disabilities enrolling into senior high school and their school adjustments” and the other was “The questionnaire for parents to judge the decision-making factors for their children with intellectual disabilities enrolling into senior high school.”

The research was done by sending 161 copies of questionnaires for students and parents. The research overall collected effective questionnaires of 128 copies for students and 131 copies for parents. The results were as below:

1.The participant degree for decision-making of the students with intellectual disabilities when they enrolling into senior high school was good. 2.The participant degree for dciesion-making of the students with intellectual disabilities depended on the different genders、different senior high school class types and different junior high school educational placements. 3.Students with intellectual disabilities and their parents had common emphasis in each aspect of decision-making factors for enrolling into senior high school, and both their main factor was “the liking of the students”. 4.The degree of emphasis on decision-making factors of the students with intellectual disabilities depended on the different genders、different senior high school class types and different enrollment pipelines. 5.Students with intellectual disabilities behaved well above the average in their adjustments in school. The best part was “routine adjustment” and the worst part was “interpersonal relationship adjustment.” 6.Students with intellectual disabilities differed in their school adjustments depending on the different background variables. Overall, female students who were placed in regular class in junior high school adapted better when enrolling into senior high school. 7.The correlation between the decision-making factor of “senior high school” and the “ adjustments in school” of students with intellectual disabilities was low .

This research offers suggestions for educational administration departments, schools and further investigations.