特殊兒童親子關係之研究-以中山市特殊教育學校為例

An Investigation on Parent-Child Relationship of Children with Special Needs ——Take the Special Educational School of Zhongshan as An Example

本研究採用改編的特殊兒童親子關係問卷（家長版），對廣東省中山市特殊教育學校的100名特殊兒童家長的親子關係情況進行調查，瞭解特殊兒童親子關係的現狀特點，探討不同背景變項（家長的性別、年齡、受教育程度、收入水準、家庭結構；兒童的性別、障礙類別、障礙程度）特殊兒童家庭的親子關係之差異。所得資料經描述性統計、獨立t檢驗以及單因數變異數分析，獲得結果如下：（1）特殊兒童親子關係總體呈現一個良好的水準。（2）特殊兒童親子關係在家長性別上存在顯著差異，女性家長的親子關係得分顯著高於男性家長。（3）特殊兒童親子關係在家長年齡上存在顯著差異，年輕的家長比年長的家長得分更高。（4）特殊兒童親子關係在家長的文化程度、家庭經濟收入、家庭結構上均不存在顯著差異。（5）特殊兒童親子關係在兒童性別、障礙類別和障礙程度上均有顯著差異，女性兒童的家長在親子關係得分更高；智力障礙兒童的家長在親子關係上的得分更高；輕度障礙兒童的家長在親子關係上的得分更高。

In this study, a special children's parent-child Relationship Questionnaire (parent edition) was used to investigate the parent-child relationship of 100 parents of special children in Zhongshan, Guangdong Province, to understand the current situation characteristics of parent-child relationship in special children, and to explore the difference of parent-child relationship between families with different background and special children (the different background includes parents ' gender, age, education level, income level, family structure; gender, type of disorder, degree of disability of the child.)The obtained data are analyzed by descriptive statistics, independent t test and single factor variation number, and the results are as follows: (1) The parent-child relationship of special children generally presents a good level. (2) There were significant differences in parent-child relationship between parents, and female parents had significantly higher parent-child relationship scores than male parents. (3) There were significant differences in parental age between special children, with younger parents scoring higher than older parents. (4) There was no significant difference in parent's education level, family economic income and family structure in parents ' parent-child relationship. (5) The parent-child relationship of special children varied significantly in children's gender, type of disorder and degree of disorder, with parents of female children scoring higher in parent-child relationships; parents of children with intellectual disabilities score were higher on parent-child relationships; and parents of children with mild disabilities score were higher on parent-child relationships.