融合班人際互動課程之發展與成效研究

The Study on the Development and Effects of Interpersonal Interaction Curriculum for Students in Inclusive Classrooms

許多國內外研究指出發展一套人際互動課程，教導一般學生認識身心障礙同儕，訓練身心障礙學生適當的人際互動行為，進而加入班級中常出現的人際問題情境，教導他們人際問題解決的能力，是實施融合教育的要素。本研究的目的為發展一個教導一般學生和身心障礙學生的人際互動課程，並探討此課程的實施成效。結果在同儕評的「社交計量問卷」方面，六名個案中有兩名社會喜好指數有提升，且社會地位從受忽視和被拒絕轉變成普通。有三名個案社會喜好指數有些許提升，但社會地位沒有改變；有一名個案社會喜好指數下降，社會地位仍然是被拒絕。在同儕評的「同儕偏好評量表」方面，有兩名個案的表現有進步，其餘四名則沒有進步。人際互動課程前後除一位個案在教師評「兒童社交技巧總量表」上的分數下降外，其餘五位均有提升。在「人際互動行為觀察記錄表」的表現上，六名個案均有進步，訪談教師、家長、普通同儕、和個案本人，除其中一名個案覺得自己沒有進步外，其餘均顯示六名個案的人際互動行為有成長。

The purpose of this research was to conduct a one-year study to develop and examine the effects of an interpersonal interaction curriculum on advancing interpersonal interaction between students with disabilities and their nondisabled peers. An interpersonal interaction curriculum was developed and implemented in natural settings for an experimental group of elementary students with disabilities and their nondisabled peers. The effects of the program was examined compared with pre-tests.The results displayed that the implementation of interpersonal interaction curriculum could help nondisabled students to understand and accept their peers with disabilities. Besides, it could advance communication skills of students with disabilities, and improve their relationships with their nondisabled peers.Regarding the effects of interpersonal interaction curriculum, this study demonstrated that social preference indices increased and social status changed from 'being rejected' or 'being ignored' to 'average' for two of six participants with disabilities on sociometrics rated by nondisabled peers. The social preference indices increased, but social status has not been changed for three participants with disabilities. In addition, on the rating of peer preference scale, there was advancement for two participants with disabilities after the implementation of interpersonal interaction curriculum. All participants had improvements on the children social interaction skills scale rated by teachers, and the observation forms of interpersonal interaction behaviors. Finally, the researchers made recommendations on the development of interpersonal interaction curriculum, the inclusion practices, and future research.