學習障礙大學生學校生活適應研究

School Adjustment of College Students with Learning Disabilities

本研究係透過問卷調查瞭解學習障礙大學生在高等教育階段學校生活適應狀況和特教需求，並分析不同背景變項之學習障礙大學生在學校生活適應之差異。研究對象係從北，中，南三區招收學習障礙人數較多的 32 所大專校院中抽樣，每所學校寄四份，其中一所只有三份回收，總填答份數為 127 人（男 86 人，女 41 人），回收率 99.22%。根據問卷結果分析，得到以下的結果：(1)學習障礙大學生在同儕與師生關係方面多屬正向反應；個案多表示喜歡上大學，認為大學的價值主要係結交各種好朋友，擴大生活領域；對大學整體學習成果感到滿意的約有六成；(2)多數(94%)學生對於學校提供特殊教育協助感到滿意，最需要的項目是經費掖助與課業輔導，以及獲得未來職涯發展的相關訊息；(3)家庭社經地位高低，學習障礙鑑定時間的早晚，自我概念強弱，成功特質多寡之學習障礙學生，其學校生活適應有顯著差異。其餘背景變項（即入學管道，年級，科系與志願相符程度，接受特殊教育時間的早晚）之學習障礙學生的學校生活適應則無顯著差異。

The purposes of this study were to investigate the school adjustment, the needs of disa-bility services, and various factors relating to school adjustment of college students with learning disabilities. Participants were 127 college students (86 males and 41 females) from 32 colleges or universities in Taiwan. A self-rating questionnaire was given to each student to fill out by school counselors. Results indicated that social relationships with classmates and faculties were positive, however, they had more learning struggles, especial-ly in completing group assignments. Most of them enjoyed going to colleges because of the friendship with classmates and different life experiences. Financial support, academic reme-diation, and career development information were top three services students needed. No significant differences in school adjustment were found among students of various admis-sion pathways, grades, commitment to their majors, and length of receiving special educa-tion. Significant differences in school adjustment were found between students of different SES, identification timing, self- concept, as well as success characteristics of adults with learning disabilities.