原住民特殊教育學童之調查研究

A Survey on Special Needs with Aboriginal Exceptional Students

本研究主要在探討原住民特殊學童之出現率、鑑定、安置、課程與教學、輔導、相關服務、師資需求、家庭背景、社區與學校配合、家長接納態度等情形。以自編之四份工具進行資料收集，共調查286所學校，回收207所學校，篩選出442位學校內原住民已鑑定特殊學童，568位原住民疑似特殊學童，並發出1000份家長接納態度問卷，回收675份。研究主要發現有：（1）原住民地區特殊學童出現率3.176％，不含資優生的身心障礙生的出現率為2.663％，高於全國第二次特殊兒童普查2.121％，及88年全國身心障礙學童出現率1.848％。男多於女、有縣市差異。（2）家庭社經水準低、隔代教養普遍。（3）鑑定工作未落實。（4）大部分原住民特殊學童安置在普通班。（5）缺乏教材教具設備來源、IEP未要求。（6）學校並未充分瞭解特殊教育、支持特殊教育。（7）相關服務措施不足。（8）師資需求有城鄉差距。（9）家長未必積極參與學校特殊教育活動。（10）對身心障礙學童接納態度有地區及年齡上的差異。根據研究結果，提出具體改進建議。

The purpose of study was intended to investigate the aboriginal exceptional children in identification, placement, curriculum, instruction, guidance, relative service, training of teacher, family environment, coporation of community and school, attitude of acceptance with parents in Taiwan area.Subjects from 207 schools. The major findings of this study were as follows:1. Prevalence of 3.176 was estimated with aboriginal exceptional children from 6 to 15.2. Socioeconomic status with parents were lower.3. Inappropriate identification and diagnosis result to inappropriate placement.4. Lack of material and media, assistive and instructive technology and service about special needs.5. Most of schools do not understand and improve special education, and parents involve poorly.6. Significant difference with aboriginal special education teachers in urban and countryside about sources.Based on results to sponsor suggestions.