臺中市高中職普通班學生參與身心障礙同儕輔導現況與想法之調查研究

The Investigation of Peer Tutoring of Regular Students’ Participating for the Students with Disabilities in Senior High School inTaichung City

本研究旨在瞭解臺中市高中職普通班學生參與身心障礙同儕輔導之實際情 形，並分析不同背景變項之差異情形。研究採問卷調查法，共計發放329 份， 回收率為90.3%，進行後續的描述性統計、獨立樣本t 考驗及單因子變異數分 析。 研究結果發現，目前在臺中市有26 所學校推動身心障礙同儕輔導，佔全市 高中職的54.2%。而同儕輔導員以教師推薦及自願擔任為主。普通班學生參與 身心障礙同儕輔導時，能認同同儕輔導實施與看法，不認為會帶給其困難與負 面影響。 比較不同背景變項之差異情形發現，高中學生對自我成長的感受顯著高於 高職學生，不同障礙類別與程度會影響輔導過程中的難度。此外，受輔者障礙 程度、參與輔導時間、是否與受輔者同班等變項，對普通班學生在「輔導前的 準備」上有顯著差異。最後根據研究結果提出建議，作為學校、教師及未來研 究之參考。

The purpose of the study was to understand the situations that regular students participated in peer tutoring， including the status， preparation， difficulty， support and personal growth， and analyzed and compared various background variables. The study used self-developed questionnaire to gather information. Questionnaires were administered to 329 participants， and the valid rate was 90.3%. The data was analyzed by descriptive statistics， t-test， and one-way ANOVA. According to the findings， 54.2% of schools carried out peer tutoring for students with disabilities in Taichung city. The major ways to serve as tutors were teacher recommended and volunteered. In the results， the scores of the status， preparation， support and personal growth were higher than the average， showing that students agreed on peer tutoring. The score of the difficulty was lesser than the average， showing that peer tutoring didn’t give them difficulties， nor negative effects. For the dimension of the personal growth， there was significant difference between the students in senior high schools and vocational high schools as the former ones showed significantly higher than the latter ones. For the dimension of the difficulty， there were significant differences in the categories and degrees of disability. The scores of students with learning disabilities， emotional and behavioral disorder， and Autism were higher than the students with physically disabled and cerebral palsy. Moreover， the students， regardless of their degrees of disabilities， were higher than those with serve and profound. For the dimension of the preparation， there were significant differences in the degrees of disability， the periods of participation in peer tutoring， and whether they were in the same class with the disable students. Finally， according to the findings， suggestions were provided for school， teacher， and further research.