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題名 | 花東兩縣國小高年級學生對智能障礙同儕融合態度差異分析之研究=The Study of the Inclusive Attitude Difference Analysis of Elementary School Higher Grade Students with Mental Retardation Peers in Hualian-Taitung Area |
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作者 | 楊麗香; 王明泉; 吳永怡; | 書刊名 | 東臺灣特殊教育學報 |
卷期 | 5 2003.11[民92.11] |
頁次 | 頁97-129 |
分類號 | 529.62 |
關鍵詞 | 智能障礙; 融合教育; 接觸程度; 融合態度; Mental retardation; Inclusive education touching degree; Inclusive attitude; |
語文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討國小高年級學生對智能障礙同儕融合態度之差異分析。以學校為單位採叢集抽樣,抽取花東兩縣十四所國民小學,設有啟智班或資源班等特教班別的普通班高年級1095名學生為研究對象。使用「國小高年級學生對智能障礙同儕態度量表」為研究工具,所得資料以二因子變異數分析與單因子變異數分析等統計方法。主要之研究發現如下: 一、整體而言,國小高年級學生的各背景變項中,以性別對智能障礙同儕的融合態度影響力最大,且女生的表現較男生積極。 二、單就年級而言,年級不同無差異;但年級會隨著接觸程度與教育安置的影響,而有不同結果。 三、接觸程度的不同與性別、年級有交互作用存在。 四、整體而言,教育安置以學校設有資源班的國小高年級學生,對智能障礙同儕的融合態度優於學校設有啟智班或其他障礙班別的學生。 五、整體而言,父社經地位,未達顯著差異。但母社經地位則在融合態度全量表、學習性融合態度、社會性友誼融合態度,國小高年級學生對智能障礙同儕融合態度以中低社經優於高社經。 六、就地理區域而言,花東兩縣的國小高年級學生對智能障礙同儕的融合態度趨於一致,普遍表現不積極。 依據研究結果及歸納之結論,分別對學校行政單位、普通班教師、特教班教師以及進一步後續研究提出相關建議。 |
英文摘要 | The main purpose was to explore the difference inclusive attitudes of elementary school higher grade students with mental retardation (MR) peers’, related background variables in inclusive attitude full scale and subscale of different analysis, By using the school unit of cluster sampling, there were screening 14 elementary schools with MR classes and resource rooms of 1,095 research objective students in both Hualian-Taitung county. The research tools would be used 「Higher Grade Students with MR Peers’ Inclusive Attitude Scale」. All of data would be used SPSS 8.0 statistical software to analyze two-way ANOVA, one-way ANOVA, and distinguished analysis. After synthesizing research, the following were some research results offered: 1.For all, the most influent factors in inclusive attitudes for the background variables in higher grade students were gender. And the girls were more active than boys. In addition of prediction of gender was best, the inclusive attitudes had effective distinguishability in high and low groups. 2.There was no difference in grade. There were changing results in touching degree and educational placement by grade. 3.There were existing interactions among different touching degree, gender, and grade. 4.For all, the schools owned resource rooms with elementary higher grade students showed better inclusive attitudes to MR peers than the schools with MR classes or other disable classes. 5.For all, the fathers of SES had no significant differences. But the mothers of low SES and middle SES had showed more active than high SES in the inclusive attitude full scale, and the learning inclusive attitude and social friendship inclusive scale. 6.By the geographical area, elementary higher grade students’ inclusive attitudes were the same, and showed inactive performances in both Hualian-Taiung county. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。