身心障礙大學生支持性服務滿意度與校園整合關係研究

Abstract

本研究旨在探討身心障礙大學生支持性服務滿意度、校園整合之現況，並探討個人背景變項、支持性服務滿意度與校園整合等變項間之關係。本研究以量化研究為主，輔以質性訪談。量化研究調查北區十所大專院校資源教室學生，以七類障礙類別的學生為研究對象，編製「資源教室學生支持性服務滿意度與校園整合問卷」，發出問卷260份，回收之有效問卷共計243份。量化問卷包括個人基本變項、支持性服務滿意度（學業輔導、生活輔導、心理輔導、生涯輔導、資源教師）與校園整合（學術整合、人際整合）。所得資料以SPSS15.0中文版進行描述統計、t檢定、單因子變異數分析與皮爾森相關等統計方法分析。質性研究部分則根據量化結果選取支持性服務滿意度（高、中、低）與校園整合（高、中、低）等九類學生共十八名進行個別訪談，以進一步瞭解影響支持性服務滿意度與校園整合的因素及其關係。 一、本量化研究結果發現： （一）身心障礙學生在社團參與上存在一定的困難與不便。 （二）支持性服務滿意度得分最高的向度為資源教師（M= 4.05），得分最低的為生涯輔導（M=3.62）。整體服務的滿意度平均數為3.82。 （三）身心障礙學生在「學術整合量表（M=3.50）」略高於「人際整合量表」（M=3.48）。而其中「教師關心學生的發展與教學」（M=3.67）得分最高，「學術與智力發展」（M=3.38）及「同儕團體互動」（M=3.38）分數最低。 （四）初始承諾越高的身心障礙學生對於支持性服務的滿意度也越高。 （五）女性身心障礙學生的學術整合顯著高於男性。 （六）「指定考科登記分發」入學的身心障礙學生在「人際整合」分量表的平均得分顯著高於「各校單獨招生」的身心障礙學生。 （七）初始承諾「高程度」的身心障礙學生在「校園整合」以及「學術整合」、「人際整合」顯著高於初始承諾「中高程度」和「中程度」的身心障礙學生。 （八）「高度社團參與」的身心障礙學生在「校園整合」以及「學術整合」、「人際整合」顯著高於「中度社團參與」和「低度社團參與」的身心障礙學生。 （九）支持性服務滿意度與校園整合（學術整合、人際整合）呈現中度正相關。 二、質化部分研究發現 （一）影響支持性服務滿意度的要素包含以下五點：自我成長、需求滿足、與服務提供者的互動關係、服務方式及內容與需求有差距、與先前經驗相比較。 （二）學術整合的因素包含責任與自我要求、服務的影響、預先準備、父母及教授的影響，瞭解自己的能力與需求。 （三）人際整合的要素包含人格特質與社交技巧、資源教室為身障生人際整合的場所、身心障礙學生人際整合的來源多為身心障礙學生、本身對於人際關係的期待、缺陷造成的生活型態。 （四）支持性服務滿意度與校園整合關係主要發現以下四點：藉由支持性服務增能學生、服務以外更需努力、滿意度與心態將影響再次尋求服務的意願、資源教室的存在就是一種服務與歸屬感。 本研究根據量化與質化研究結果，作成結論，對於高等教育身心障礙學生輔導工作及未來相關研究，提出建議。

關鍵詞：支持性服務滿意度、身心障礙學生、校園整合A study of college students with disabilities satisfaction with support services and Institutional integration Chih-Kuang Chue Abstract This study was to explore the College students with disabilities satisfaction with support services, Institutional integration of the current situation and to explore the personal background variables, satisfaction with support services and institutional integration of the relationship between variables. In this study, quantitative research was supplemented by qualitative interviews. Quantitative research institutions in North District 10 resource room students, seven types of disabilities to categories of students as the research object, the preparation of "resource room student support services and institutional integration satisfaction questionnaire", 260 copies of questionnaires, effective recovery a total of 243 copies of the questionnaire. Quantitative questionnaire includes personal variables, satisfaction with support services (academic assistance, life guidance, psychological counseling, career counseling, and resource room’s teachers) and institutional integration (academic integration and social integration). Information was available to the Chinese version of SPSS15.0 for descriptive statistics, t-test, one-way ANOVA and Pearson correlation analysis. Part of qualitative research to quantify the results based on selected satisfaction with support services (high, medium and low) and institutional integration (high, medium and low). Choosing 18 students within total of nine categories to have individual interviews The quantitative findings were as follows: (A)college students with disabilities to participate in the campus activities there are some difficulties and inconvenience. (B) satisfaction with support services of the highest scores for the resource room’s teachers (M = 4.04), the lowest score for the career counseling (M = 3.61). Overall, the average of service satisfaction is 3.82. (C)college students with disabilities in "academic integration scale (M = 3.50)" slightly higher than the "human scale integration (M = 3.48)". The "teachers care about students and teaching development (M = 3.67)" scored the highest, "academic and intellectual development (M = 3.38)" and " peer interaction (M = 3.38)" score a minimum. (D) studies have shown that the higher the initial commitment, support services for students of higher satisfaction. (E) there were significant differences between the academic integration of female and male, because the former was significantly higher. (F) "Entrance exams" students in the "integration of people," the average subscale scores significantly higher than that of "separate school enrollment" students. (G) the initial commitment to the students of different academic integration, social integration, there were significant differences in school integration, and the initial commitment to "high risk" students in "institutional integration" and "academic integration", "social integration" significantly higher than the initial commitment to "high degree" and "level" of students. (H) "a high degree of community participation" students "institutional integration" and "academic integration", "social integration" significantly higher than "moderate associations "and" low-level community participation "of students. (I) satisfaction with support services and institutional integration (integration of academic and social integration) showed positive correlation. Part of qualitative research (A) as follows are five points of the satisfaction of support services: the feeling of their own progress, the need was met, with the service provider interaction, the content of services and the gap between demands, and students with universities in support of the previous services compared to former experience. (B) the factors of academic integration including responsibility, self-demands, services impacts, pre-prepared service, the affects from parents and professors. (C) the factors for college students with disabilities to integrate relationship were included in the course of personality and social skills, students with disabilities social integrated in resources room , students with disabilities were more than a source of integration for students with disabilities, interpersonal expectations for relationships, lifestyle caused by disabilities. (D) satisfaction with support services and institutional integration relations, summed up the following four points: service not only to assist students but enrich their strength; the effect of service limited the operation of learning and interpersonal relationships or the most important on their own; need help from the classroom teachers but did not dare to look for resources, will have an impact on performance; resources room is itself a service, and is the source of a sense of belonging among students. In this study, based on quantitative and qualitative research findings, make conclusions and suggestions for students with disabilities in higher education counseling and future research. Keywords: college students with disabilities, satisfaction with support services, institutional integration