輕度障礙、資優以及一般國中學生因應普通班學習活動的適應現況與其影響因素

Learning Adjustment of Junior High Schoolers with and without Special Needs in Inclusive Education：Current Situation and Its Factors

本研究比較融合教育情境下特殊學習需求學生以及一般學生在普通班的學習適應狀 況，總共有971 位國中學生參與本研究之問卷調查與訪談，其中學術性向資優學生共419 位，一般學生有314 位，輕度障礙學生共238 位。參與之學術性向資優學生與輕度障礙學 生皆接受融合教育之普通班與資源班的兩項服務，一般學生則為他們的普通班同學。研究 結果顯示三類學生在學習適應各構面上皆具有顯著差異，且學術性向資優學生的平均分數 最高，輕度障礙學生的平均分數最低。再者，女生的學習適應優於男生之觀點，於本研究 之學術性向資優學生的學習方法、學習習慣、學習態度、和管教與學習覺知等構面，以及 一般學生的管教與學習覺知構面上，被再次驗證。而資優學生的自我調適以及一般學生的 學習態度上，顯示了年級差異，且低年級優於高年級。此外，師生與親子關係，兩者皆能 顯著影響三類學生的整體學習適應。但，對於資優學生而言，大致上，親子關係對學習適 應的影響程度較高，而對輕度障礙以及一般學生的學習適應，大致上則以師生關係的影響 程度較高。本研究之訪談資料亦呼應量化結果，顯示國中生的學習適應弱勢為不佳的學習 方法與不良的學習態度，應特別注意是否會造成不利學習以及有礙進步的狀況。

Junior high schoolers with special needs were compared to typically developing peers regarding their learning adjustment in general education settings. 971 students-314 typically developing students， 419 academically gifted students， and 238 students with mild disabilities- completed our questionnaires and interviews. These junior high schoolers with special needs accepted both resource room and general education， and typically developing peers were their classmates in general education. The results indicated that three groups differed significantly in all respects of learning adjustment， with gifted students having the highest mean scores and students with mild disabilities getting the lowest scores. Besides， gender differences in favor of girls were found for gifted students in their performances of learning habits， learning methods， learning attitudes， and discipline and learning awareness， as well as for typically developing students in their performances of discipline and learning awareness. Aside from gender differences， grade differences were also found and suggested that the lower graders were better than the upper graders in terms of gifted students’ self-adaptation and typically developing students’ learning attitudes. Additional analyses revealed that learning adjustment of junior high schoolers were impacted by students’ teacher-student relationship and parent-child relationship. However， the impact of parent-child relationship on gifted students’ learning adjustment was greater than the impact of teacher-student relationship. As for typically developing students and students with mild disabilities， their teacher-student relationship played a more important role in students’ learning adjustment. The interview data also supported that students’ learning adjustment weaknesses included their poorer learning methods and learning attitudes that tended to stop students from making progress or succeeding.