智能障礙學生學習成果之研究：以一所啟智學校為例

Learning Outcomes of Mental Retarded Students in Mentally Retarded School

10.7044/JNHCTC.200406.0207

孫淑柔(Shu-Jou Sun)

智能障礙學生 ； 學習成果 ； 啟智學校 ； mentally retarded students ； mentally retarded school ； learning outcomes

新竹師院學報

18期（2004 / 06 / 01）

207 - 227

繁體中文

本研究主要目的在於研究者先前所建立的「身心障礙學生學習成果指標」來探討啟智學校智能障礙學生的學習成果，以及與智能障礙學生學習成果有關的因素。本研究採各案研究設計，選取北部一所啟智學校國中部三年級教師、學生、家長共62人為研究對象，並以文件和檔案記錄、訪談、觀察、及問卷調查等方式蒐集資料。所得資料以SPSS統計套裝軟體進行百分比、平均數、標準差的計算；至於訪談、觀察、以及調查表內有關描述性資料，則由研究者進行歸納整理，配合量化資料進行結果的分析和解釋。 研究結果發現：(1)啟智學校國中部三年級學生缺席率高於普通班學生，而且有二位學生長期未到校上課；(2)啟智學校國中部三年級學生學習表現情形較不理想，但在生活自理能力方面卻有明顯的進步；(3)啟智學校國中部三年級學生由於伴隨情緒行為問題，在情緒及團體適應能力表現較差。此外，本研究也歸納出與智障學生學習成果有關的因素包括：個人、家庭、及學校三方面。 根據上述結果：本研究分別對於教育行政單位以及學校提出可行的建議。

This study was mainly to explore the learning outcomes of the students for the mentally retarded school and factors related to these outcomes with the System of Learning outcomes Indicators of Disabled Students. The case study designs method was used, to collect data from 62 mentally retarded students, their parents, and special education teachers. By using documentation and archival records, interview, observation, and survey. Data was analyzed with percentage, means, and standard deviation. The findings of this study were as follows: (1) Mentally retarded students were found to have high rate of school absent and drop out. (2) They were also found to have low learning performance, but have good living skills. (3) They were reported to have difficulties in emotion and behavior management in their classes. (4) Students, their home, and schools were reported to be the crucial factors associated with learning outcomes of mentally retarded students. Therefore, recommendations were made in terms of administration and teaching.

1. Charles, C. M.(1998).Introduction to educational research.New York:Longman.
2. Cuttance, P.(1994).Monitoring educational quality through performance indicators for school practice.School Effectiveness and School Improvement,5(2),101-126.
3. Danielson, L. C.,Malouf, D. B.,J. E. Ysseldyke,M. L. Thurlow (Eds.)(1994).Educational outcomes for students with disabilities.New York:The Haworth Press.
4. DeStefano, L.,Wagner, M.(1991).Outcome assessment in special education: Lessons learned.ERIC Document Reproduction Service.
5. Fetler, M.(1989).School dropout rates, academic performance, size, and poverty: Correlates of educational reform.Educational Evaluation and Policy Analysis,11(2),109-116.
6. Hoagwood, K.(1991).The effectiveness of special education developing life skills of students.ERIC Document Reproduction Service.
7. Holdaway, E. A.,Johnson, N. A.(1993).School effectiveness and effectiveness indicators.School Effectiveness and School Improvement,4(3),165-188.
8. Mid-South Regional Resource Center(1986).Effectiveness indicators for special education: A reference tool.ERIC Document Reproduction Service.
9. Mortimore, P.,Sammons, P.,Stoll, L.,Lewis, D.,Ecob, R.(1988).A study of effective junior schools.International Journal of Educational Research,13(7),753-768.
10. Owings, M.,Hennes, J.,Lachat, M. A.,Neiman, K.,Facchina, C.(1990).An evaluation of special education student outcomes and program quality indicators.ERIC Document Reproduction Service.
11. Teddlie, C.,Falkowski, C.,Stringfield, S.,Desselle, S.,Garvue, R.(1984).The Louisiana school effectiveness study: Phase two, 1982-84.ERIC Document Reproduction Service.
12. U. S. Department of Education(1994).To assure the free appropriate public education of all children with disabilities.Washington, DC:U. S. Department of Education.
13. Wagner, M.,Blackorby, J.,Hebbeler, K.(1993).Beyond the report card: The multiple dimensions of secondary school performance of students with disabilities. A report from the national longitudinal transition study of special education students.ERIC Document Reproduction Service.
14. Warren, S. H.(1993).Dissertation Abstract international.University Microfilms.
15. Yin, R. K.(1994).Case study research: Design and methods.Thousand Oaks, CA:Sage.
16. Ysseldyke, J. E.,Algozzne, B.,Thurlow, M. L.(1992).Critical issues in special education.Boston, MA:Houghton Mifflin.
17. Ysseldyke, J. E.,Thurlow, M. L.(1993).Developing a Model of Educational Outcomes.ERIC Document Reproduction Service.
18. Ysseldyke, J. E.,Thurlow, M. L.(1994).Educational outcomes for students with disabilities.New York:The Haworth Press.
19. Ysseldyke, J. E.,Thurlow, M. L.,Bruininks, R. H.,Deno, S. L.,McGrew, K. S.,Shriner, J. G.(1991).A conceptual model of educational outcomes for children and youth with disabilities.ERIC Document Reproduction Service.
20. 王文科、蕭余土、張昇鵬、李乙明(1999)。我國特殊教育指標建構之研究。第四屆特殊教育「課程與教學」學術研討會，論文集，彰化:
21. 吳明清(1999)。教育研究－基本觀念與方法分析。台北:五南。
22. 孫淑柔(2000)。博士論文(博士論文)。國立台灣師範大學特殊教育學系博士論文。
23. 孫淑柔(2002)。台北地區國中小教師對身心障礙學生學習成果指標之研究。新竹師院學報，15，355-381。
24. 教育部(1995)。中華民國身心障礙教育報告書：充分就學、適性發展。台北:教育部。
25. 教育部(1999)。台閩地區中等以下各級學校學生學習及生活概況調杳報告。台北:教育部統計處。
26. 教育部(1998)。特殊教育法暨特殊教育法施行細則。台北:教育部。
27. 郭生玉(1986)。心理與教育研究法。台北:精華。
28. 黃政傑、李隆盛(1996)。中小學基本學力指標之綜合規劃研究。台北:國立台灣師範大學教育研究中心。

1. 黃瓊儀、游錦雲、吳怡慧(2015)。國中身心障礙學生家庭社經地位、社會資本、文化資本、財務資本與學習成果之關係研究。教育科學研究期刊，60(4)，129-160。
2. (2020)。身心障礙學生大學學科能力測驗之差異分析：教育與家庭的作用。東臺灣特殊教育學報，22，133-165。