特殊教育學校一年級智力障礙新生學校適應研究

School Adaptation Study of First Grade Freshmen with Intellectual Disability in Special Education School-Taking a Special School as an Example

本研究主要使用《智力障礙學生學校適應評定問卷（教師版）》和《智力障礙學生學校適應評定問卷（陪讀家長版）》，其改編自王愛君所編製的《智力障礙學生學校適應教師評定問卷》和朱丹丹的《培智學校新生入學適應教師問卷》，並結合訪談法，以教師和陪讀家長評定的方式，對G省D市某特殊教育學校的24名一年級智力障礙新生進行學校適應情況的調查研究。研究結果顯示：該特殊教育學校一年級智力障礙新生學校適應的總體情況一般。在學業適應、人際適應、生活自理以及常規適應四維度內，不同性別的一年級智力障礙新生的學校適應情況不存在明顯差異，但不同障礙程度的一年級智力障礙新生的學校適應情況存在明顯差異，且學生的學校適應情況與智力障礙程度成正比。

This study mainly used the ''Student Adaptation Questionnaire for Mentally Retarded Students (Teacher Edition)'' and the ''School Adaptation Assessment Questionnaire for Mentally Retarded Students (with Parents Edition)'', which was adapted from the ''Identity Disability Student School Adaptation Teacher Assessment Questionnaire'' compiled by Wang Aijun and Zhu Dandan's ''Puizhi School Freshmen Admission Teacher Questionnaire'', combined with the interview method, in the way of teachers and accompanying parents to assess the school adaptation of 24 first-grade mentally handicapped students in a special education school in D city of G province. The research results showed that the overall situation of the adaptation of the first-grade mentally handicapped school in the special education school was general. In the four dimensions of academic adaptation, interpersonal adaptation, self-care and routine adaptation, there was no significant difference in school adaptation among first-grade freshmen with intellectual disability of different genders, but there were significant differences in school adaptation of first-grade freshmen with intellectual disability in different degrees of disorder, and the school adaptation of students was proportional to the degree of intellectual disability.