學校接納，孩子就能適應？校園支持環境與國小一年級特殊兒童學校適應的關係

"If the school accepts, the child can adapt?The relationship between the supportive school environment and the school adjustment of the first-grade children with special needs in elementary schools"

本研究探討國小一年級就讀普通班之特殊兒童學校適應情形，並探討校園支持環境與學校適應的關係。研究對象取自「特殊教育長期追蹤資料庫」2010年調查國小一年級就讀普通班之特殊兒童1189人，研究資料以平均數、標準差、因素分析、積差相關、單因子變異數分析及階層式多元迴歸進行統計處理。結果顯示，一年級普通班特殊兒童學校適應平均表現中等，適應最佳的是常規適應，其次為學習參與，社會情緒適應較弱，學業表現最低。普通班教師的教學調整、班級經營、融合接納度、學校親師生關係與特殊兒童學校適應有正相關；在控制兒童與家庭變項後，普通班教師教學調整、融合接納度及學校親師生關係能預測特殊兒童不同面向之學校適應；教師教學調整與融合接納度更是特殊兒童學業表現及整體學校適應的預測指標。最後，根據研究結果提出未來實務與研究方面的建議。

"This study investigated school adjustment of students with special needs who attended regular classes at first grade and also explored the effect of the supportive school environment on student's school adjustment. The study sample was taken from a part of ""Special Needs Education Longitudinal Study"" (SNELS) in 2010 and the parents, teachers, and the administrative staff of 1,189 children with special needs in regular classes at first grade were surveyed. The statistical analysis involved mean, standard deviation, factor analyses, correlation coefficient, ANOVA and hierarchical multiple regressions. The results showed that these students with special needs tended to adjust better in classroom routines, while students tended to do worse in academic and social adjustment. Teaching modification, teacher's acceptance of inclusion, and parent-teacher-student relationship were found to be positively correlated with the school adjustment of the students with special needs. In addition, after controlling for student and family characteristics, the above variables showed different trends in predicting the different aspects of school adjustment as well as overall school adjustment of these children. Finally, recommendations for future practice and research were made in the light of the findings."