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研究生: 籃偉烈
Lan Wei-Lieh
論文名稱: 台北縣身心障礙學生家長對參與法規之瞭解、實際參與及參與需求之調查研究
指導教授: 王天苗
Wang, Tian-Miao
學位類別: 碩士
Master
系所名稱: 特殊教育學系
Department of Special Education
論文出版年: 2004
畢業學年度: 92
語文別: 中文
論文頁數: 155
中文關鍵詞: 家長參與身心障礙學生
英文關鍵詞: parent involvement, parent participation, disabled students
論文種類: 學術論文
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  • 本研究主要目的在探究台北縣身心障礙學生家長對家長參與相關規定的瞭解情形及參與情形,並且進一步探討家長對參與滿意情形及看法。
    本研究運用調查研究法,採自編「家長參與特殊教育調查表」為研究工具,針對953位台北縣身心障礙學生家長進行資料的收集。所獲得的資料主要以次數分配、百分比來作分析;並針對研究假設,以卡方考驗方法進行差異分析。
    經資料分析結果,本研究的主要發現如下:
    一、大部份家長會較瞭解有關家長參與的規定通常是直接與子女接受特殊教育相關的項目,如鑑定、教育安置、擬定IEP、相關專業服務或家庭支援服務。對於特教學生家長代表參與學校事務或教育決策等規定,家長就較不瞭解。
    二、約有六成家長參與子女教育安置會議。另外有四成家長未參加安置會議,主要原因為「無法抽出時間」、「沒接到通知」及「家長不懂交由老師決定」等。
    三、不同「教育階段」、「家長教育程度」及「家庭結構」的家長,在參加子女教育安置會議上有差異存在。一般而言,子女在國小階段、教育程度高、雙親家庭的家長在參與率上都較其他類別來的高。
    四、近六成二家長參加子女IEP會議,在未參加者的原因主要是無法抽出時間、不懂IEP由老師決定就好及沒接到通知。
    五、不同「安置型態」、「家長教育程度」及「家庭結構」的家長,在參加IEP會議上有差異存在。一般而言,子女就讀特教班、教育程度較高、態度正向和雙親家庭的家長在IEP會議的參與率比其他類別相對較高。
    六、參加子女教育安置及IEP會議的家長對安置結果及IEP的滿意程度相對較未參加者來的高。
    七、不同「教育程度」及「家庭結構」的家長對參與子女鑑定的看法有所不同。大致上教育程度較高、雙親家庭的家長在看法上比較為積極。
    八、不同「教育階段」、「教育程度」及「家庭結構」的家長對參與子女教育安置的看法上有所差異。大致上,子女就讀國小、教育程度較高及雙親家庭的家長對參與子女教育安置的看法上相對較為積極。
    九、不同「教育階段」、「城鄉」、「教育程度」及「家庭結構」的家長對參與子女IEP設計與檢討的看法上有所差異。子女在國小階段、位在市區、教育程度較高、雙親家庭的家長對參與子女IEP設計與檢討看法上較為積極。
    根據上述研究結果,研究者提出相關建議供教育主管機關、學校及後續研究者作參考。

    The purpose of this study was to explore understanding of involving related regulations and involving situations for parent with disabled children. We would also further explore parental satisfaction and perception about their involvement.
    This study conducted a survey on 953 parent with disabled children in Taipei county. The data was collected by using the Parent Involvement in Special Education Questionnaire and analyzed by frequency distribution, percentile,and χ 2-test.
    The major findings of this study were as follows:
    1.The regulations most parent understood much more were directly related to special education disabled student received, such as evaluation, educational placement, developing IEP.
    2.Sixty percent parent participated their children’s educational placement conference and forty percent parent didn’t. The major reason why parent didn’t participate the conference were “no free time”, “didn’t receiving conference information” and “lack of knowledge, depending on teacher’s decisions”.
    3.Significant differences presented in participating educational placement conference for parent with different children’s educational level, parental educational background and family structure.
    4. Sixty-two percent of parent participated IEP conference of their child. The major reason why parent didn’t participate the conference were “no free time”, “lack of knowledge, depending on teacher’s decisions”, and “didn’t receiving conference information”.
    5.Significant differences presented in participating IEP conference for parent with different class type of child, parental educational background, and family structure.
    6.Parent participated in their children’s educational placement and IEP conferences were much more satisfied with the results of placement and IEP than parent didn’t.
    7.There were significant differences in percetion of involving children’s educational placement for parent with different children’s educational level, parental educational background, and family structure.
    8.There were significant differences in percetion of involving children’s IEP for parent with different children’s educational level, area, parental educational background, and family structure.
    According to the results of this study, some suggestions were provided for policy decision-maker, the education administrator, and school teacher.

    第一章 緒論 第一節 問題背景與研究動機...................1 第二節 研究目的.............................8 第三節 研究問題與假設.......................8 第四節 名詞釋義............................12 第二章 文獻探討 第一節 家長參與的意義及其重要性............15 第二節 國內外家長參與的相關法令............ 25 第三節 身心障礙學生家長參與的情形.......... 32 第四節 影響障礙學生家長參與的相關因素...... 39 第三章 研究方法 第一節 研究架構............................ 48 第二節 調查對象............................ 51 第三節 研究工具............................ 54 第四節 研究步驟............................ 61 第五節 資料處理與分析...................... 66 第四章 研究結果與討論 第一節 身心障礙學生家長對家長參與相關規定的瞭解情形. 67 第二節 身心障礙學生家長依規定參與的情形.... 72 第三節 身心障礙學生家長對參與的滿意情形.... 94 第四節 身心障礙學生家長對家長參與的看法.... 99 第五章 結論與建議 第一節 結論................................115 第二節 結議................................120 參考書目.....................................131 附錄.........................................141 圖表目次 圖3-1 研究架構圖.......................... 49 表3-2- 1 研究母群、實際取樣學校及學生數之分佈情形.... 52 表3-2- 2 台北縣身心障礙學生家長基本背景資料分析...... 53 表3-3- 1 家長參與特殊教育調查表正式題本之內容架構.... 60 表3-4- 1 調查表寄發及回收統計表...................... 65 表4-1- 1 身心障礙學生家長對「家長參與相關規定」瞭解 情形分析結果.......................................... 68 表4-2- 1 身心障礙學生家長「參與子女鑑定內容」的分析 結果.................................................. 73 表4-2- 2 身心障礙學生家長「安置會議前收到鑑定資料」 分析結果.............................................. 74 表4-2- 3 身心障礙學生家長「參與決定子女教育安置過程」 分析結果.............................................. 75 表4-2- 4 身心障礙學生家長「參加子女教育安置會議」分 析結果................................................ 75 表4-2- 5 身心障礙學生家長「未參加子女教育安置會議 原因」分析結果........................................ 76 表4-2- 6 身心障礙學生家長「參與子女教育安置會議經驗」 的分析結果............................................ 77 表4-2- 7 身心障礙學生家長參加子女「IEP會議」的分析 結果.................................................. 78 表4-2- 8 身心障礙學生家長參加「IEP會議時間」的分析 結果.................................................. 79 表4-2- 9 身心障礙學生家長「參加IEP會議的經驗」的分 析結果................................................ 80 表4-2-10 身心障礙學生家長「未參加IEP會議原因」分析 結果.................................................. 82 表4-2-11 身心障礙學生家長「獲得家庭支援服務項目」分 析結果................................................ 83 表4-2-12 子女在校接受相關專業服務情形分析結果 84 表4-2-13 子女接受特教相關專業服務「家長獲告知」情形 分析結果.............................................. 84 表4-2-14 子女接受相關專業服務「家長參與內容」的分析 結果.................................................. 85 表4-2-15 身心障礙學生家長「利用申訴服務情形」的分析 結果.................................................. 86 表4-1-16 身心障礙學生家長「申訴原因」的分析結果....... 86 表4-1-17 不同背景身心障礙學生的家長參加子女教育安置 會議之差異考驗分析結果................................ 88 表4-1-18 不同背景身心障礙學生的家長參加子女個別化教 育計畫(IEP)會議之差異考驗分析結果..................... 91 表4-3-1 身心障礙學生家長對「參與子女特殊教育過程滿 意情形」的分析結果.................................... 95 表4-3-2 身心障礙學生家長對「特殊教育服務結果滿意情 形」分析結果.......................................... 96 表4-3-3 「參加」和「未參加」子女「教育安置會議」的 身心障礙學生家長對安置結果滿意情形及差異考驗分析結果.. 97 表4-3-4 「參加」和「未參加」子女「IEP會議」的身心障礙 學生家長對IEP滿意情形及差異考驗分析結果............... 99 表4-4-1 身心障礙學生家長對參子女「鑑定」、「教育安置」 及「設計IEP」看法的分析結果...........................100 表4-4-2 身心障礙學生家長對參與「子女接受相關專業服務」看法的分析結果................................................101 表4-4-3 身心障礙學生家長對學校提供「家庭支援服務」 及「申訴服務」看法的分析結果..........................103 表4-4-4 身心障礙學生家長對「特教學生家長代表參與教 育決策」看法的分析結果................................105 表4-4-5 不同背景的身心障礙學生家長對「參與子女鑑定」 看法的差異考驗分析結果................................107 表4-4-6 不同背景身心障礙學生家長對「參與子女教育安置」看法的差異考驗分析結果........................................109 表4-4-7 不同背景身心障礙學生家長對「參與子女IEP」看法的差異考驗分析結果..............................................112

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