吳武典教授Dr. Wu-tien Wu林怡慧Yi -hui Lin2019-08-282008-12-312019-08-282006http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0593091207%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/91609本研究旨在探討高中職身心障礙學生融合在普通班級中的各項學校生活適應狀況、適應問題與學校環境適應情形。 首先用文獻法分析我國高中職身心障礙教育的現況與問題，依據修正「高中職學生學校生活適應問卷」，分別選取高中職一般學生（有效樣本3751人）及身心障礙學生（有效樣本1240人）進行問卷調查。 依據文獻分析，可知： (一)高中職身心障礙學生就學普通班已成為重要安置型態，融合教育成為後期中等學校特殊教育的主流。 (二)十二年就學安置計畫，使身心障礙學生進入高中職學校就讀人數大為增加。 (三)私立高中職是高中職階段融合教育的主要就學安置場所，學生比例近六成 (四)高中職融合教育理念有有待建立，教學品質與支持服務工作有待加強。 依據問卷調查結果，發現： (一) 高中職身心障礙學生的學校生活適應狀況大多優於一般學生。 (二) 高中職身心障礙學生的學校生活適應問題低於一般學生 (三) 不同障礙類別的身心障礙學生在學校生活適應狀況、學校適應問題及環境適應有顯著差異以學習障礙、嚴重情緒障礙、自閉症及智能障礙者適應較差 (四)不同性別身心障礙學生的學校生活適應有顯著差異，女生普遍較男生佳。 (五)不同年級身心障礙學生的學校環境適應有顯著差異，三年級較一、二年級為佳。 (六)不同入學方式的身心障礙學生在學校生活適應有顯著差異，且以甄選申請入學及登記入學者為佳。 (七)不同學校類別的身心障礙學生在學校生活適應有顯著差異，且以就讀公立高中者適應較佳。 (八)學校設有資源班其身心障礙學生的師生關係適應狀況與環境適應較佳。 綜合本研究結果可發現，在十二年就學安置計畫推動下，我國高中職身心障礙學生融合教育已初具效果。最後，根據研究結果，研究者對教育行政機關及學校教育兩方面提出十二項改進建議，以期進一步提升高中職融合教育的成效。The purpose of this study was to explore the current status, problems and adjustment to school life of the students with disabilities who are educated in the ordinary education settings of regular and vocational senior high schools in Taiwan. First, the researcher analyzed the current situation and problems of education for high-school disabled students through literature review. A survey based on the revised “Questionnaire of Senior High School Students’ School Adjustment” was then conducted. The effective samples comprised of 3,571 regular students and 1,240 disabled students. Through the literature review, it was concluded that: 1. Inclusive education has been applied to senior high level as a major model in Taiwan since 2001. 2. The number of students with disabilities placed in regular classes in senior high level was significantly increased in recent years under the implementation of “The Twelve-Year Educational Placement Plan for Students with Disabilities (the 12-Year EPPSD) ” . 3. The private and vocational types of senior high schools were the main places for inclusive schooling, accounting for about 60% students with disabilities at this level. 4. However, the concept of inclusive education, the teaching quality and related services are still in need of strengthening in senior high schools. Through the questionnaires survey, it was found that: 1. Students with disabilities, in general, showed better school adjustment than their regular peer classmates. 2. Students with disabilities, in general, showed less school adjustment problems than their regular peer classmates.. 3. There were significant differences among different categories of students with disabilities, the students with learning disabilities, emotional disturbance, autism and mental retardation showed poorer adjustment, in particular. 4. There were significant gender differences. In general, female students adjusted better school life than males. 5. There were significant differences among different grade students. In general, senior students adjusted better school life than juniors and sophomores. 6. There were significant differences among different ways-of-entrance. In general, students who were admitted by standardized testing or by recommendation adjusted better school life than the other. 7. There were significant differences among different types of schools. In general, disabled students in public regular high schools adjusted better school life than other types of schools. 8. Students with disabilities placed in schools with resource rooms adjusted better school life and showed better teacher-student relationships than those placed in schools without resource rooms. It is concluded that the inclusive education program, the 12-Year EPPSD, has showed significant effects in terms of students’ school adjustment. Finally, the researcher proposes twelve recommendations of improvement based on the research findings. It is hoped that inclusive education in senior high schools in Taiwan could be further strengthened.高中職普通班身心障礙學生學校生活適應融合教育senior high schoolsregular classesstudents with disabilitiesschool adjustmentInclusive education