王華沛邱滿艷陳怡靜Chen, Yi-Ching2019-08-282014-8-202019-08-282014http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0596091219%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/91677本研究旨探討國中融合教育經驗情形，對身心障礙者接納態度現況，分析不同背景變項（性別、教育階段、科系、接觸經驗、國中融合班級類型）的高中（職）以上學生國中融合教育經驗與對身心障礙者接納態度之差異情形，及瞭解國中融合教育經驗和身心障礙者接納態度之相關。 本研究採立意取樣方式，以自編「國中融合教育經驗與對身心障礙者接納態度問卷」為研究工具，進行問卷調查，取得有效樣本為328人。所得資料以描述統計、t考驗、單因子變異數分析、皮爾遜積差相關等統計方法加以處理及分析。綜合本研究之結論如下： 1.在普通班的學生獲知班上有身心障礙同儕的管道方面，有七成主要來自老師，一成來自特教老師。整體來說，高中（職）以上學生國中融合教育經驗佳、對身心障礙者接納態度積極。影響接納態度的原因依序為：個人的特質與（受傷）經驗、教育與接觸經驗及身障同儕特質。 2.就性別而言，女生比男生之國中融合教育經驗較正向，且對身心障礙者接納態度較積極。 3.就教育階段而言，大學階段學生比高中階段學生之國中融合教育經驗較正向，且對身心障礙者接納態度較積極。 4.就科系而言，高中階段普通科、職業科學生之國中融合教育經驗無顯著差異，但大學階段醫學類科比其他類科及文法商教育類科學生之國中融合教育經驗較正向；高中、大學階段不同科系的學生對身心障礙者接納態度無顯著差異。 5.就接觸經驗而言，不論具有國小接觸經驗或家人接觸經驗，其國中融合教育經驗均無顯著差異；接觸經驗有無、接觸經驗多寡對身心障礙者接納態度均無顯著差異。 6.就國中融合班級類型而言，融合實驗班學生比普通班（班上有身障同儕）學生之國中融合教育經驗較正向，且對身心障礙者接納態度較積極。 7.就正負向融合經驗而言，國中融合教育經驗較正向者，對身心障礙者接納態度也會較積極。 8.國中融合教育經驗與對身心障礙者接納態度呈高度相關。 最後，依據研究結果提出相關建議，作為行政單位、老師及未來研究之參考。The aim of this study was to investigate the current situation of the inclusive education experience in junior high school and the acceptance attitudes toward people with disabilities. It aimed to compare the differences of the inclusive experience and the acceptance attitudes among the senior high school and college students in different genders, education stages, departments, contact experiences, and inclusive classes during junior high school. Also, it aimed to explore the relationship between the inclusive experience and the acceptance attitudes. The questionnaire of the study was designed by the researcher. By purposive sampling, there were 328 valid participants. The data of the questionnaire was analyzed in terms of descriptive statistics, t-test, one-way ANOVA, and Pearson’s product-moment correlation. The major results were as follows: 1)70% students’ acknowledge the disabled peers in the class from general education teachers, 10% from special education teachers. Overall, the senior high school or college students had good inclusive experience, and had positive attitudes. The reasons to affect the acceptance attitudes were personal characteristics, education and contact experiences, and the characteristic of disabilities. 2)The females’ inclusive education experiences and acceptance attitudes were more positive than males’. 3)The college students’ inclusive education experiences and acceptance attitudes were more positive than senior high school students’. 4)In the inclusive education experiences in junior high school, there were no significant differences in different departments in the senior high school. But there were significant differences in different departments in the college. Especially, students in a college of medicine were more positive than others. In the acceptance attitudes toward people with disabilities, there were no significant differences in the different departments in the senior high school and college. 5)In the inclusive education experiences in junior high school, no matter what students had contact experiences in the elementary school or in the family, there were no significant differences. In the acceptance attitudes toward people with disabilities, no matter what students had or hadn’t contact experiences, or had more or less contact experiences, there were no significant differences. 6)In the inclusive education experiences in junior high school and in the acceptance attitudes toward people with disabilities, students in the inclusive experiences classes were more positive than the general education students. 7)The more positive inclusive education experiences in junior high school, the more positive acceptance attitudes toward people with disabilities were. 8)There were significant positive correlations between the inclusive education experience in junior high school and the acceptance attitudes toward people with disabilities. At last, according to the result of this study, it advances suggestions as to the administrative agencies, teachers, and the further researches.接納態度融合教育融合實驗班融合經驗acceptance attitudesinclusive educationinclusive experiment classinclusive experience