我很好!–正向自我概念之國中資源班學習障礙學生調適歷程

Abstract

本研究採用敘事研究，伸入探究兩名具正向自我之資源班學生的調適歷程，資料蒐集為期約三個月，透過深度訪談與文件資料蒐集等方式，和研究參與者互動而得。研究者先分別呈現兩位學生的生命故事後，再進一步分析與詮釋其自我概念，歸納出研究結果。發現兩位學生共同之處如下： 一、不以低落的學業成就評價自我。 二、不因他人的言語而自我否定。 三、在原班仍有良好的人際關係。 四、其主要管教者態度開放、接納。 五、認同資源班但不認同或不了解自身的特殊身分。 最後依據研究結果，供特教老師、普通班教師與一般行政人員及未來研究之參考。

The purpose of this narrative research was to explore what two students with special needs, have experienced with the resource room program in a junior high school. Data were collected in six months with in-depth interviewing and documents associated with these students. Two stories were reported individually, and then analysis and interpretation of its self-concept, summed up the results of the study. Found the two students in common as follows：(1) They do not evaluate themselves because of their low academic achievement. (2)They do not deny themselves because of unfriendly words by others. (3) All of they have good friendship in their original class. (4) Their mother education attitudes are open and receptive. (5)They approve resource class function, but they do not approve that they are physically and mentally handicapped. Base on the research results, recommendations and future research suggestions were provided for special teachers, General education teachers and follow-up studies.