臺灣地區不同障礙類別特殊幼兒學習行為之差異分析：家庭社會資本的作用

Differences in Learning Behaviors between Exceptional Preschooler with Different Disabilities in Taiwan —An Analysis of the Effects of Family

本研究運用「特殊教育長期追蹤資料庫」（以下簡稱 SNELS）分析不同障礙類別 特殊幼兒學習行為之現況與差異，並以家庭社會資本為中介變項，探討不同障礙類別特 殊幼兒學習行為的影響機制。以因素分析及多元迴歸分析 96 學年度 SNELS 中特殊幼兒 家長與教師的調查，以學生代碼合併家長與教師資料共取得有效樣本為 1,417 份；其中， 幼兒的學習行為資料取自教師問卷。結果顯示臺灣地區特殊幼兒在「獨立自主」以及「專 注守規」兩層面的學習行為表現，均在水準之上。至於「合作積極」方面的能力則普遍 較差。進一步的分析發現，不同障礙類別的特殊幼兒，除了先天障礙造成學習能力差異 外，障礙類別的不同也會影響家長所提供家庭社會資本的多寡，進而導致特殊幼兒學習 行為的落差。依上述結果，本研究對當前學前特教親職行為提出檢討與建議。

This study made use of the Database of Special Needs Education Longitudinal Study (SNELS) to investigate the differences of learning behaviors between toddlers with different disabilities. In addition, it also analyzed the differences in family social capital between preschool children of different disability categories and further examined whether such differences affected children’s learning behaviors. The data analyzed by this study came from the database of SNELS year 2007. By combining children’s codes and data of their parents and teachers, this study obtained a total of 1,417 valid samples. Results indicate that preschool children with special needs in Taiwan have good performance in the “independence” and “concentrating and rule-abiding” dimensions of learning behaviors but poor performance in “cooperative and active” dimensions. Further analysis suggests that preschool children from different disability categories have some inherent differences in learning behaviors, but their differences in learning behaviors are also caused by their family social capital which varies depending on their disability category.