臺中市高中職普通班學生參與身心障礙同儕輔導現況與想法之調查研究

楊惠茹; 于曉平

doi:10.6384/CIQ.201801_21(1).0002

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P27 - 51

社会科学 > 教育学

DOI： 10.6384/CIQ

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台中市高中职普通班学生参与身心障碍同侪辅导现况与想法之调查研究

The Investigation of Peer Tutoring of Regular Students' Participating for the Students with Disabilities in Senior High School in Taichung City

杨惠茹(Hui-Ju Yang) ；于晓平(Hsiao-Ping Yu)

课程与教学； 21 卷 1 期 (2018 / 01 / 01) ， P27 - 51

繁体中文 DOI： 10.6384/CIQ.201801_21(1).0002

身心障碍学生；同侪辅导；同侪辅导员； students with disabilities ； peer tutoring ； peer tutor

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摘要 │ 参考文献 (32) │ 国际计量

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The purpose of the study was to understand the situations that regular students participated in peer tutoring, including the status, preparation, difficulty, support and personal growth, and analyzed and compared various background variables. The study used self-developed questionnaire to gather information. Questionnaires were administered to 329 participants, and the valid rate was 90.3%. The data was analyzed by descriptive statistics, t-test, and one-way ANOVA. According to the findings, 54.2% of schools carried out peer tutoring for students with disabilities in Taichung city. The major ways to serve as tutors were teacher recommended and volunteered. In the results, the scores of the status, preparation, support and personal growth were higher than the average, showing that students agreed on peer tutoring. The score of the difficulty was lesser than the average, showing that peer tutoring didn't give them difficulties, nor negative effects. For the dimension of the personal growth, there was significant difference between the students in senior high schools and vocational high schools as the former ones showed significantly higher than the latter ones. For the dimension of the difficulty, there were significant differences in the categories and degrees of disability. The scores of students with learning disabilities, emotional and behavioral disorder, and Autism were higher than the students with physically disabled and cerebral palsy. Moreover, the students, regardless of their degrees of disabilities, were higher than those with serve and profound. For the dimension of the preparation, there were significant differences in the degrees of disability, the periods of participation in peer tutoring, and whether they were in the same class with the disable students. Finally, according to the findings, suggestions were provided for school, teacher, and further research.

参考文献 ( 32 ) 〈TOP〉

特殊教育课程教材教法及评量方式实施办法（2010 年12 月31 日公布）。
Carter, E. W.,Asmus, J.,Moss, C. K.,Biggs, E. E.,Bolt, D. M.,Born, T. L.,Brock, M. E.,Weir, K.(2016).Randomized evaluation of peer support arrangements to support the inclusion of high school students with severe disabilities.Exceptional Children,82(2),209-233.
Carter, E. W.,Cushing, L. S.,Clark, N. M.,Kennedy, C. H.(2005).Effects of peer support interventions on students' access to the general curriculum and social interactions.Research and Practice for Persons with Severe Disabilities,30(1),15-25.
Carter, E. W.,Kennedy, C. H.(2006).Promoting access to the general curriculum using peer support strategies.Research and Practice for Persons with Severe Disabilities,31,284-292.
Carter, E. W.,Moss, C. K.,Hoffman, A.,Chung, Y.,Sisco, L.(2011).Efficacy and social validity of peer support arrangements for adolescents with disabilities.Exceptional Children,78(1),107-125.

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