家長參與音樂育療活動對多重障礙 幼兒學習成效之影響

The Imp act of Parental Participation in Mu sic Educational Therap y for Children with Multiple Disabilities on Learning Effectiveness

本研究旨在探討父母參與音樂育療對學前多重障礙幼兒學習成效的影響，希望能找出學前多重障礙父母參與音樂育療對幼兒是否會產生學習成效。此外，父母參與對幼兒理解能力、肢體運動和社會技能之學習成效有何影響也在本研究探討範圍。本研究的對象為19位學前特殊教育機構的多重障礙幼兒，通過目的取樣之選擇參加本研究。本研究分成父母參與組和無父母參與組，幼兒參與每週一次30分鐘的音樂活動，共16週。研究資料蒐集為質性與量性並行，量化資料分析為觀察者使用的評估量表。質性資料為帶班教師訪談與觀察員的觀察報告。量表目的是了解受試者接受音樂育療後，在溝通理解能力、肢體動作與社交技巧是否有其差異性。研究者使用SPSS統計軟體中的描述統計、雙因子重複量數變異數分析以及質化分析來統整與分析所蒐集的資料。研究顯示針對父母參與而言，雖然沒有達到統計上的顯著性，但仍對學前多重障礙幼兒之學習成效有正面影響。進一步分析發現，父母參與組的受試者有不同的影響，溝通理解能力的學習成效最為顯著。本研究發現，學前多重障礙幼兒參與音樂育療的學習成效能力有提高效果，父母參與音樂活動有助幼兒的理解能力。研究再次證實音樂活動有助與提升多重障礙幼兒學習成效。

This study aimed to investigate the effectiveness of preschool children with multiple disabilities participating in the Music Educational Therapy (MET) activities with parents, in the hope of recognizing the effectiveness with or without the parents’ involvement. Furthermore, the effects of parental participation in communication abilities, physical movement, and social skills of the participants were also discussed in the study. The participants consisted of 19 preschool children with multiple disabilities at an early intervention center selected by purposive sampling. The study was divided into the parental participation group and the non-parental participant group. The children participated in the MET activities for 30 minutes per week over a 16 week period. The data collection was completed by an integrated qualitative and quantitative method. The quantitative data assessment scale was used by trained observers, while the qualitative data was from the observation reports written by the homeroom teacher and the observers. The purpose of the scale was to understand the differences in communication abilities, physical movement, and social skills, of the subjects after receiving the MET activities. The data were collected and analyzed by descriptive statistics, two-factor replicates, and qualitative analysis in SPSS statistical software. Although parental participation did not achieve a statistical significance, it still posed a positive impact on the learning outcomes of the preschool children with multiple disabilities. Further analysis found that the group with parental participation had the most significant effect on the communication abilities of the learning effectiveness. Preschool children with multiple disabilities who had participated in the MET activities found that their learning effectiveness had improved, and parental participation also helped the children's communication abilities. The study results also confirmed that the MET activities had a positive impact on improving the young children with their multiple disabilities learning development.