視障高中生父母及教師的社會支持之探討

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2010

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本研究是以質性研究方法,旨在探討視障高中生父母及教師的社會支持。研究者藉由半結構性引導式訪談題綱及觀察場域記錄及研究者日誌來收集資料。主要研究對象有五位視障高中生,次要受訪者為這些視障高中生的父母及導師。本研究結果發現如下: (一) 視障高中生需要的父母正向的社會支持;一是情緒支持有:感受到被父母接納、從父母那得到安全感、挫折後得到父母的安慰及被父母了解其感受。二是訊息支持有:父母能提供有關視障資料的訊息、父母能提供有關問題解決的策略、父母能提供增進友誼的策略。三是自尊支持有:父母肯定其為家中一份子、父母不吝於稱讚、父母的言詞能提升自尊、父母能尊重其決定。四是實質支持有:父母協助其完成作品、父母能參與其活動、挫折時有父母的陪伴、父母能滿足其生活上當下所需的東西、父母協助其了解新環境的生態。 (二) 視障高中生父母應避免的負向社會支持:喜歡吃食物被父母限制、玩電腦時間被父母控制、父母對其課業的要求、父母與其意見衝突(選擇大學志願、未來出路) (三) 視障高中生需要的教師正向的社會支持:一是情緒支持:知道有困難時可以找導師、挫折時得到導師的安慰、導師能重視其感受。二是訊息支持:導師能提供最新科技輔具資訊、導師能提供入學管道資訊。三是自尊支持:導師主動關心其須要怎樣的協助、導師說話時語氣的善意、導師會詢問其意見。四是實質支持:導師入班宣導、導師能協調同儕間的衝突、導師能在分組時有事先的安排、導師能給予學習上協助。 (四) 視障高中生教師應避免的負向社會支持:對教師講話語氣感到壓力、導師過度的交代同學照顧、導師不太理會他的要求,及導師沒有轉達其需要提供紙本的講義。
This study is based on qualitative research methods, the visually impaired high school students to explore the social support of parents and teachers. Researcher guide by semi-structured interviews in the agenda and observation records and field researcher to collect data log. Five main subjects visually impaired high school students, secondary respondents were the parents of these visually impaired high school students and tutors. The results were as follows: 1. the parents of visually impaired high school students need positive social support: one, emotional support: feeling accepted by their parents, from parents that their sense of security, comfort their parents after the setbacks and their parents understand their feelings. Second, informational support: Parents can provide information about the message of the visually impaired, parents can provide problem-solving strategies, parents can provide friendship strategy. Third, self-esteem support: parents certainly part of it as home, parents are generous with praise, words can improve self-esteem of parents, parents to respect its decision. Fourth, instrumental support: parents in helping their completed work, parents can participate in its activities, and setbacks that have accompanied their parents, parents need to meet their current living things, the parents help them understand the new environment ecology. 2. of the visually impaired high school students, parents should avoid negative social support: parents like to eat food is limited, playing computer time is parental control, parents and their academic requirements of the views of parents and their conflicts (University of voluntary choice, the future prospects) 3. the teachers of visually impaired high school students need positive social support: one, emotional support: know that difficulties can find tutors and frustrations that have tutors of comfort, tutors can focus on its feeling. Second, informational support: tutors can provide the latest assistive technology information, tutors can provide information of admission. Third, self-esteem support: tutors initiative to care what their needs the help of the good tone when speaking tutors, tutors will be asked their views. Fourth, instrumental support: tutor entered the classroom to public education, tutors can coordinate the conflicts between peers, tutors can group when prior arrangements, tutors can provide assistance in learning. 4.of the visually impaired high school teachers should avoid the negative social support: speech tone feel the pressure on tutors, tutors excessive confessed schoolmate to take care of, tutors ignore his request, and the teacher did not convey the need for paper handouts.

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視障高中生, 社會支持, visually impaired high school students

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