杜正治張慧美CHANG, HUI-MEI2019-08-282004-8-312019-08-282004http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22N2004000258%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/91964本研究旨在探討台北縣國小一年級身心障礙兒童及其家長對入學適應服務的需求和目前學校提供服務情形,以及需求和服務現況之間的差異。 本研究以自編入學適應服務需求及現況調查量表為研究工具,依據九十三學年度台北縣鑑輔會第一次鑑定會議安置就讀一般國小之一年級身心障礙學生的人數,以學生及家長為主(253位),該生教師知覺為輔(抽樣,140位)填答問卷,回收率分別為47%和85%,並運用訪談資料加深加廣量的資料。本研究以α信度考驗內容一致性,並以專家效度、構念效度為主;所得資料則以描述統計、單因子變異數分析、t檢定進行分析比較。 本研究的研究結果如下: 一、 家長和教師認為入學適應服務的需求均達「很需要」以上,尤其以「學習輔導需求」為首要,「家長自我增能需求」列為最後,且教師比家長本身更認為學生及家長的需求具急迫性,但除有參與轉銜家長在「認識環境需求」達顯著差異外,其他背景家長、教師均未達顯著差異。 二、 家長和教師對服務現況看法不一,家長比教師認為目前學校提供的程度較低,且提供最多的是「認識環境」,提供最少的服務則是非正式資源和支持系統;不論家長或教師,曾參與轉銜會議者對學校提供的服務較持肯定態度,不同背景家長或教師分別在「學習輔導提供」、「入學準備提供」、「團隊提供」等達顯著差異。 三、 就供需差異情形而言,目前學校提供的服務遠不及需求程度,且家長認為的供需差距大於教師所知覺之供需差距。 最後,根據研究結果分別對教育主管機關、學校、家長提出具體建議,並提出研究限制及研究建議。The study was to explore the service needs and current practices of school entrance adjustment by 1st-grade elementary students with disabilities. The instrument was a self-designed questionnaire. Participants consisted of 140 parents and teachers of students aforementioned. The results were listed as follows: A. Both teachers and parents reported that service needs were ranked as “much needed”, especially in the field of academics, with teachers outnumbering parents. In items of “realizing environment”, however, no significant difference was found except among parents with experiences in participating transition activities. B. Teachers differentiated from parents in their conception of service delivery; more parents than teachers considered schools underserved their new students, with least service in the informal resources and support system. However, a significant difference was found in such items as “academic services”, “preparatory assistance”, and “team services” among parents and teachers with varied backgrounds C. With regard to the gap between provision and demand, student’s demands were reported to be far more than services provided. The difference was increased in parents than in teachers. Apart from the above findings, suggestions based on results were discussed concerning educational administrators, schools, and parents.適應幼小轉銜家長需求國小一年級身心障礙學生adjustmentseamless transitionparents’ needs1st-grade elementary students with disabilities台北縣國小一年級身心障礙兒童入學適應服務需求及現況調查A Survey on Service Needs and Current Practices of School Entrance Adjustment by 1st-Grade Elementary School Students with Disabilities in Taipei County