大專校院學習障礙學生接受評量調整實施現況之調查研究

Assessment Accommodations for Students with Learning Disabilities in Colleges

本研究旨在探討大專校院中學習障礙學生接受評量調整實施現況，採自編問卷輔以半結構式訪談方式進行調查研究。問卷依分層隨機取樣，對象為全國大專校院資源教室輔導員，共回收213份有效問卷（有效回收率82%），並對大專授課教師及資源教室輔導員進行訪談。量化資料採描述性統計、單因子變異數分析及雪費法事後比較進行分析；訪談資料則依研究目的做歸納整理，以呼應量化分析結果。結果顯示：(1)大專校院資教輔導員表示，授課老師對學障學生最常運用延長考試時間服務的方式，並且自陳在告知家長或學生評量調整的意義、方式和作業流程方面表現最佳；此外，輔導員亦認同評量調整能有效提高學障學生的學習動機及自信心；(2)在不同性質大專校院方面，以私立技職學校在執行及支持層面上表現較佳，資教輔導員服務年資則以8年以上者處遇能力最好；(3)大專校院學障學生評量調整的主要問題，包括授課教師對評量調整實施方式與認知有差異、教學現場常出現齊頭式的平等、學障學生缺乏自我認同及自我倡導的能力等。最後依據研究結論，對實務及未來研究提出相關建議。

 

The study aims to investigate the current status of assessment accommodations of students with learning disabilities in colleges. A self-made questionnaire along with 10 semi-structured interview sessions were conducted. The questionnaire was distributed to the counselors in college resource rooms and 213 were effectively collected. Quantitative data were analyzed by descriptive statistics, one-way ANOVA, and Scheffé post-hoc comparison. Interview data were summarized according to the research purposes as a supporting evidence to the quantitative results. The findings show that: (a) Extended examination time service was used most frequently in assessment accommodations. The counselors believed that they informed well the parents or students about the significance, methods and operational procedures of the assessment accommodations. In addition, they agreed that the assessment accommodations could effectively improve the motivation and self-confidence of the students with learning disabilities. (b) Significant difference exists among different types of colleges and the working years. Private vocational colleges performed better at the level of implementation and support. Counselors with more than 8 years working experience outperformed the others. (c) The major issues in terms of the assessments accommodations of students with learning disabilities were: (1) there existed disparity in practically executing the assessment adjustment; (2) equality phenomena with regard to assessment adjustment was commonly shown; (3) students with learning disabilities were lack of self-identity and self-advocacy. Finally, based on the results, suggestions for practices and research were provided.