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題 名 | 高職階段智能障礙學生實用語文能力及其相關因素之研究=A Study on the Functional Language Abilities and its Correlated Factors of High School Students with Mental Retardation |
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作 者 | 林千惠; | 書刊名 | 特殊教育研究學刊 |
卷 期 | 25 2003.09[民92.09] |
頁 次 | 頁61-83 |
分類號 | 529.62 |
關鍵詞 | 實用語文; 智能障礙; 語文相關能力分析; Functional language; Mental retardation; Correlated factors; |
語 文 | 中文(Chinese) |
中文摘要 | 有鑑於語文能力對增進智能障礙學生未來社會適應與就業能力的重要性,針對高職階段的智障學生進行實用語文能力的評估,是有必要的。本研究旨在探討前述對象在以生活經驗為訴求的實用語文評量中的表現,並進一步分析影響該項能力的相關因素。本研究以就讀高職特教班學生與啟智學校高職部一至三年級142名學生為研究樣本,使用「實用語文能力診斷測驗」以自編之「實用語文相關家庭環境影響因素調查表」為研究工具,採二因子變異數、逐步迴歸等統計方法考驗。研究結果發現: (1)高職智障生的實用語文能力以口語表達之表現最佳,書寫表達最差,(2)高職特教班學生之實用語文能力明顯優於啟智學校高職部學生,(3)高職智障生的實用語文能力會因智障程度、安置型態與地區之不同而有差別,但不會因年級及性別之不同而有顯現差異,(4)智障程度、教育安置、地區等三變項與實用語文能力相關極高,其中與智障程度呈高度相關的安置型態對於高職智障生的實用語文能力具有最佳的預測力,(5)由文相關家庭環境因素中,慣用語的不同對其書寫能力造成差異,母親教育程度對其說與讀的能力造成差異,而家長督導作業與參與學習活動的經常度則會對閱讀理解能力造成差異。 |
英文摘要 | This research examined the functional language abilities and the factors affecting these abilities. 142 students from grade 10 to 12 with mild or moderate mental retardation participated in the study. The Functional Language Diagnostic Test and a self-developed checklist regarding the family factors affecting the development of functional language abilities were used as the research instruments. Utilized a series of two-way ANOVA and multiple stepwise regression analysis, the results indicated that: (1) high school students with mental retardation performed bette5r on the subtest of oral expression, but did worst on the subtest of written expression. (2)students in the high school special classes performed significantly better among all subtests of the assessment than students in special schools for the mental retardation. (3) significant differences were found among students with different levels of mental retardation, educational placements, as well as areas of schools. (4) the differences in the severity of retardation, placements, and areas significantly correlated with the test scores, and different educational placement served as the best predictor for their functional language performance. (5) family factors such as the primary dialect, mother's educational background, the frequency of parental involvement in homework and school activities significantly affected their child's performance on written expression, oral expression, and reading comprehension respectively. |
本系統中英文摘要資訊取自各篇刊載內容。