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Please use this identifier to cite or link to this item: http://ir.lib.stu.edu.tw:80/ir/handle/310903100/803

Title: 國小特殊學生家長參與學校教育現況與相關因素之研究
A Study on Involvement of Parent of Children with Special Needs and the Related Factors in Elementary Schools
Authors: 趙惠君
Hui-Chun Chao
Contributors: 陳俞君
Yu-Jun Chen
兒童與家庭服務系碩士班
Keywords: 特殊學生家長;家長參與學校教育;家長參與相關因素
parents of children with school-age special needs;types of parent involvement;parents’ perceptions toward parent involvement
Date: 2009
Issue Date: 2011-05-23 16:41:19 (UTC+8)
Publisher: 高雄市:[樹德科技大學兒童與家庭服務系碩士班]
Abstract: 本研究旨在瞭解國小特殊學生家長參與學校教育的現況,及探討影響家長參
與學校教育的相關因素。研究者蒐集國內外有關家長參與文獻,以建立本研究之理論基礎及研究架構,並參考多人的量表,編製「國小特教班家長參與學校教育調查表」,實施問卷調查。研究對象為九十八學年度南部七縣市國小不分類資源班及集中式啟智班家長,取樣方法為第一階段分層隨機、第二階段立意取樣,計發出1032份問卷,回收729份,有效問卷665份,分別以次數與百分比、t考驗、單因子變異數分析、多元逐步廻歸分析、事後比較等統計方法對樣本資料進行分析。研究結果發現:
一、國小特殊學生家長對家長參與學校教育,在各向度與整體態度上呈現積極正向,但是實際參與卻顯著低落,其中在「協助孩子在家學習」的部分參與較
多,在「擔任義工」的部分參與最少。
二、國小特殊學生家長參與學校教育型式不會因「子女性別」、「子女排行」的不同而有所差異。
三、不同「與孩子的關係」、「性別」、「婚姻狀況」、「是否參加家長團體」、「家庭社經地位」的國小特殊學生家長,在家長參與學校教育型式有顯著差異;母親與父親、婚姻狀況已婚、有參加家長團體、中高社經地位的家長參與情形較佳;在「性別」部分,僅在「溝通協調」向度,女性家長參與情形較男性家長佳。
四、不同「子女障礙類型」、「子女障礙程度」、「子女就讀年級」的國小國小特殊學生家長,在家長參與學校教育型式有顯著差異。
五、國小特殊學生家長的參與態度不會因「與孩子的關係」、「性別」、「子女性別」、「子女排行」、「子女接受特教服務的類型」的不同而有所差異。
六、國小特殊學生家長的參與態度因「婚姻狀況」、「是否參加家長團體」、「家庭社經地位」的不同有顯著差異;其他婚姻狀況、有參加家長團體、中高社經地位的家長對參與態度較正向。
七、國小特殊學生家長的參與態度因「子女障礙類型」、「子女障礙程度」、「子女就讀年級」的不同有顯著差異。
八、「家長參與學校教育的態度」及「教師因素」對「家長參與學校教育」具有預測作用。
根據研究結果提供建議,以供教育行政機關、學校及未來研究者參酌。
The purpose of this study was to explore the involvements of parents of school-age
children with special needs. A self-designed questionnaire “Survey on Involvement of
Parents of School-age Children with Special Needs” was used to examine parental
involvements and factors in relation to parents’ involvements. Participants were parents
whose children studied in resource and mental retardation classes in elementary school
of seven cities in southern Taiwan. A combination of stratified random sampling and
convenience sampling method was applied in this study. A total of 1032 questionnaires
were distributed, with 729 returned. Six hundred and sixty five valid questionnaires (out
of 729 returned papers) were analyzed.The major findings of this study were as follows:
1. Parents of school-age children with special needs demonstrated positive perceptions
toward parent involvement in all aspects. However, based on parents self reports, the
frequencies of parental participation were lower than their perceptions. These parents
indicated that they were more likely to participate in “helping children to
learn at home” and least likely to be a volunteer in school.
2. There were relationships between background variables of children and parents and
types of parental involvements. For example, “types and levels of child’s disability”,
“child’s grade levels”, “parents’ gender”, “marital status”, “socioeconomic status”,
“primary caregiver”, and “whether or not parents participated in parent groups” were
found to be related to the types of parent involvement.
3. The perceptions of parents of school-age children with special needs toward parent
involvement varied significantly with the differences of parents’ variables, such as
“marital status”, “whether or not parents participated in parent groups” and
“socioeconomic status”, “types of child’s disability”, and child’s variables, such as
“levels of child’s disability” and “child’s grade levels”.
4. “Parents’ perceptions toward parent involvement” and “factors related to teacher”
served the purpose of predicting “types of parent involvement”.
Appears in Collections:[兒童與家庭服務系(所)] 博碩士論文

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