一般學校集中式特教班與特教學校智能障礙中學生污名困擾之比較研究

The Comparison of Stigma Feeling among the Students with Intellectual Disability between Special Classes in Mainstream High School and Special School

陳志軒(Chih-Hsuan Chen)

污名 ； 智能障礙 ； 融合 ； Stigma ； Intellectual Disability ； Inclusion

身心障礙研究季刊

16卷2期（2018 / 06 / 01）

78 - 93

繁體中文

污名被認為是特殊教育及心理健康照護的重要議題。它不只影響受污名之人心理健康，也阻礙其社會適應。本研究採描述性相關研究，探討不同教育安置模式下，智能障礙中學生污名感的差異，並試圖進一步探索影響它的相關因素。研究者選取臺灣東部某縣市中等學校特教班（含高職綜合職能科與國中特教班）以及特殊教育學校共81名中度智能障礙以上之學生為研究對象，施以自陳式工具問卷「Szivos-Bach污名量表」測量其污名困擾，並進行分析。結果顯示兩種教育安置的智能障礙學生皆存有污名感存在，但並無統計上的差異。二因子變異數分析顯示曾有特教班經驗且現階段在集中式特教班的學生污名困擾最高，無特教班經驗但現是特教學校的學生則最低，這推論污名感的問題是具有時間累積性的，在集中式特教班的時間越久，污名的困擾將越高。期透過本研究提供對於智能障礙教育安置省思，並在學生接受特殊教育服務前即投入反污名相關之介入。

Stigma is a vital issue in special education and mental health: It affects the mental health among the stigmatized people and impedes their adaptation in society. The observational study was applied to understand the difference of the stigma feelings among the students with intellectual disability (ID) between those in special class of a mainstream school and those in a special school. We also explored the factors affecting stigma. The participants were high school students with mild to moderate ID (n=81), and were recruited from Eastern Taiwan. The self-reported Szivos-Bach Stigma scale was used to measure their stigma feelings. Independent t-tests and two-way analyses of variance were applied to analyze the data. The results revealed that (1) the stigma feelings existed among the participants in two kinds of educational replacements were similar; (2) those who had the experience of studying in a special class and now were still in the same replacement had the highest score in stigma feelings, while those who had no such experience and now were in a special school was the lowest. This means that the stigma issues among the students with ID might be cumulative with the experience of studying in a special class. The replacement in a special school may be a protective factor of stigma feelings for the students with ID. Based on our findings, the educational replacement for the students with ID should be introspection, and the programs of anti-stigma should be intervened when receiving the service of special education.

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