國中普通班聽覺障礙學生學校適應及相關因素之研究──以特殊教育長期追蹤資料庫為例

The School Adjustment and the Relevant Factors for the Junior High School Students with Hearing Impairments in Regular Classes-Using The Database of Special Needs Education Longitudinal Study

本研究旨在探討國中普通班聽障生學校適應及相關因素，完成問卷的對象為就讀普通班的聽障生共128人，研究資料取自腋特殊教育長期追蹤資料庫夜所釋出的99學年度國中問卷，根據學生、家長、普通班教師及學校行政人員問卷之結果進行次級分析。本研究以描述性統計、獨立樣本檢定、單因子變異數分析、相關分析和多元逐步迴歸分析。研究結果顯示：1.國中普通班聽障生之學校適應為中等、常規和人際適應傾向良好，學業適應較有困難。2.影響國中普通班聽障生的學校適應因素包括：安置型態、障礙影響程度、溝通能力、自我概念和學習動機、家長期望等因素。而聽力損失程度、家庭社經地位和父母教養態度等不影響其學校適應。3.影響國中普通班聽障生各分項之適應能力的因素如下：障礙影響程度、學習動機、家長期望和學校提供生活適應的支持與聽障生的常規適應有關。在人際適應方面與聽障學生的自我概念、學習動機、家長期望和學校的教學支持有關。在學業適應方面與安置型態、障礙影響程度、溝通能力、學習動機、家長期望及學校提供的生活適應支持有關。4.障礙影響程度、家長期望和學習動機，是預測國中普通班聽障生其學校適應的關鍵因素，障礙影響程度對學校適應的預測程度最高、次為家長期望和學習動機。

The purpose of the study was to examine the school adjustments and its relevant factors for junior high school students with hearing impairments in regular classes. The participants were 128 junior high school students with hearing impairments in regular classes. The data of this study was collected from the questionnaire filled out by the students with hearing impairments in regular classes, parents, regular education teachers, and school administrators on Special Needs Education Longitudinal Study in 2010. The collected data were analyzed by descriptive statistic, t-test, one-way ANOVA, Pearson correlation, and stepwise regression analysis. The main findings were as follows﹕（a）The junior high students with hearing impairments in regular classes show above the average in school adjustment, conventional adjustment, and interpersonal adjustment. academic adjustment is poor.（b）The factors that affect the school adjustment of the general class of students with hearing impairments include: the type of placement, the degree of obstruction, communication skills, self-concept and learning motivation, parental expectations and so on. The degree of hearing loss, family social status and parental attitude does not affect its school adjustment. （c）The degree of obstruction, learning motivation and parental expectations and school support for life adaptation are related to the conventional adaptation of hearing impaired students. The hearing impairment students蒺self-concept, learning motivation, parental expectations and school teaching support are related to interpersonal adaptation. The academic adaptation of the school is related to the type of placement, the degree of obstruction, the ability to communicate, the motivation of learning, the expectations of the parents and the life support provided by the school.（d）The degree of obstruction, parental expectations and academic motivation are important factors in predicting the school adjustment.