脑瘫学生学校适应与学校支持系统有效指标研究
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摘要
本研究通过调查小学阶段脑瘫学生学校适应状况和学校支持系统现状,对脑瘫学生学校适应和所获得的学校支持系统现状进行分析,又通过深入分析脑瘫学生学校适应与学校支持系统的关系以及学校支持系统对学校适应的影响和预测,提取出脑瘫学生学校支持系统中的有效指标。
在研究工具上,本研究通过改编吴武典、莊明贞、黄玉贞编制的《学生在校生活适应问卷》适应状况部分,对小学阶段脑瘫学生学校适应进行调查。通过自编的《脑瘫学生学校支持系统问卷》,对小学阶段脑瘫学生学校支持系统现状进行了调查,自编的《脑瘫学生学校支持系统问卷》分为五个维度,即环境支持、教师支持、考评支持、同伴支持、课教支持。严格按照问卷的编制要求与标准,经信效度检验,所修改的《学生在校生活适应问卷》和自编的《脑瘫学生学校支持系统问卷》均有较好的信效度。
研究得出以下结论:(1)脑瘫学生学校适应现状。第一,脑瘫学生学校适应在性别、年级方面没有显著差异;第二,在师生关系、同伴关系、自我接纳及学校适应总体上,城市里的脑瘫学生与乡村、郊区的脑瘫学生差异显著(p<0.01);第三,就读于普通学校脑瘫学生在常规适应方面要好于就读于特殊教育学校的脑瘫学生(p<0.05),但在自我接纳方面就读于特殊教育学校的脑瘫学生要好于就读于普通学校脑瘫学生(p<0.05);第四,脑瘫学生智力水平不同其在学业适应、常规适应、师生关系、学校适应总体方面差异显著(p<0.05),同伴关系、自我接纳差异不显著。(2)脑瘫学生学校支持系统现状。第一,在环境支持、考评支持、同伴支持、课教支持以及学校支持系统总体上,城市与乡村、郊区的脑瘫学生所获得的支持差异显著(p<0.01)、特殊教育学校与普通学校的脑瘫学生所获得的支持差异显著(p<0.01);第二,学校规模较大和较小的学校比规模适中的学校其脑瘫学生所获得的学校支持多。(3)脑瘫学生学校适应与学校支持系统之间多个维度显著相关(p<0.05),即脑瘫学生所获得的学校支持高,其学业适应、自我接纳尤其是师生关系、同伴关系以及适应总体方面随之越好。(4)脑瘫学生学校支持系统中有四个有效指标:教师支持、考评支持、同伴支持、环境支持。根据研究结果,研究者提供以下建议:第一,学校应加大特殊教育师资培养,使教师支持专业化;第二,加强学校弹性评量机制的建设;第三,学校的无障碍环境建设有待加强;第四,注重脑瘫学生同伴关系的发展。
The study investigated the situation of school adaptation and the school support system of the primary school students with cerebral palsy, analyzed the situation of school adaptation and school support system of students with cerebral palsy. It researches the relationship between the school adaptation and the school support systems of students with cerebral palsy and affect and forecast of school adaptation bacuase of school support systems. In the end, put forward the effective indicators of the school support system of students with cerebral palsy.
About tool in the study, it adapted the“questionnaire of the school adaptation for students in school life”compiled by Wu Wudian,Zhuang Mingzhen,Huang Yuzhen and investigated the school adaptation status in the primary school students with cerebral palsy. By the“questionnaire of the school support system for students with cerebral palsy”compiled by myself, investigated status of the school support system in the primary school students with cerebral palsy. The“questionnaire of the School Support System for student with cerebral palsy”is composed of five dimensions: environmental support, teacher support, evaluation support, schoolmate support, course and teaching support. These two questionnaires were set down strictly accordance with the requirements and standards of questionnaire and they have good reliability and validity in the reliability and validity testing.
Conclusions are as follows:(1) The school adaptation status of student with cerebral palsy. First, there is no marked difference in sex and grade of students with cerebral palsy about the school adaptation. Second, there is marked difference between students with cerebral palsy in the urban were and students with cerebral palsy in the rural on teacher-student relationship, schoolmate relationships, self-acceptance and whole of the school adaptation(p<0.01). Third, students with cerebral palsy studying in ordinary schools are better than studying in special education schools on the conventional adaptation(p<0.05). But in terms of self-acceptance, in special education students with cerebral palsy are better than students with cerebral palsy studying in ordinary schools(p<0.05); Fourth, there is marked difference on the academic adaptation, conventional adaptation, teacher-student relationship , whole of the school adaptation(p<0.05) because of different students intellect ability, but there is no marked difference on schoolmate relationships, self-acceptance.(2)The school support system status of students with cerebral palsy. First, there is marked difference on the environmental support, evaluation support, schoolmate support, course and teaching support, whole of the school support systerm between students with cerebral palsy in urban and students with cerebral palsy in rural(p<0.01) and between students with cerebral palsy in special education school and students with cerebral palsy in ordinary school(p<0.01).Second, students with cerebral palsy in larger schools or in smaller schools can acquire more school surport than the moderate size schools.(3) There are significant correlation of multiple dimensions between school adaptation and school support system(p<0.05).If students with cerebral palsy get more school support, their academic adjustment, self-acceptance, especially teacher-student relationship, schoolmate relationships, and whole of adaptation are better.(4) There are four effective indicators of students with cerebral palsy on the school support system: teacher support, evaluation support, schoolmate support, environment support. Based on the study, the researcher advance the following suggestions: First, the special education teacher’s training should be enhanced in schools, so that the teacher support become more specialization. Second, the construction of alternative assessment should be strengthened in schools. Third, the acessibility in school should be strengthened. Fourth, pay more attention to schoolmate relationship for students with cerebral palsy.
在研究工具上,本研究通过改编吴武典、莊明贞、黄玉贞编制的《学生在校生活适应问卷》适应状况部分,对小学阶段脑瘫学生学校适应进行调查。通过自编的《脑瘫学生学校支持系统问卷》,对小学阶段脑瘫学生学校支持系统现状进行了调查,自编的《脑瘫学生学校支持系统问卷》分为五个维度,即环境支持、教师支持、考评支持、同伴支持、课教支持。严格按照问卷的编制要求与标准,经信效度检验,所修改的《学生在校生活适应问卷》和自编的《脑瘫学生学校支持系统问卷》均有较好的信效度。
研究得出以下结论:(1)脑瘫学生学校适应现状。第一,脑瘫学生学校适应在性别、年级方面没有显著差异;第二,在师生关系、同伴关系、自我接纳及学校适应总体上,城市里的脑瘫学生与乡村、郊区的脑瘫学生差异显著(p<0.01);第三,就读于普通学校脑瘫学生在常规适应方面要好于就读于特殊教育学校的脑瘫学生(p<0.05),但在自我接纳方面就读于特殊教育学校的脑瘫学生要好于就读于普通学校脑瘫学生(p<0.05);第四,脑瘫学生智力水平不同其在学业适应、常规适应、师生关系、学校适应总体方面差异显著(p<0.05),同伴关系、自我接纳差异不显著。(2)脑瘫学生学校支持系统现状。第一,在环境支持、考评支持、同伴支持、课教支持以及学校支持系统总体上,城市与乡村、郊区的脑瘫学生所获得的支持差异显著(p<0.01)、特殊教育学校与普通学校的脑瘫学生所获得的支持差异显著(p<0.01);第二,学校规模较大和较小的学校比规模适中的学校其脑瘫学生所获得的学校支持多。(3)脑瘫学生学校适应与学校支持系统之间多个维度显著相关(p<0.05),即脑瘫学生所获得的学校支持高,其学业适应、自我接纳尤其是师生关系、同伴关系以及适应总体方面随之越好。(4)脑瘫学生学校支持系统中有四个有效指标:教师支持、考评支持、同伴支持、环境支持。根据研究结果,研究者提供以下建议:第一,学校应加大特殊教育师资培养,使教师支持专业化;第二,加强学校弹性评量机制的建设;第三,学校的无障碍环境建设有待加强;第四,注重脑瘫学生同伴关系的发展。
The study investigated the situation of school adaptation and the school support system of the primary school students with cerebral palsy, analyzed the situation of school adaptation and school support system of students with cerebral palsy. It researches the relationship between the school adaptation and the school support systems of students with cerebral palsy and affect and forecast of school adaptation bacuase of school support systems. In the end, put forward the effective indicators of the school support system of students with cerebral palsy.
About tool in the study, it adapted the“questionnaire of the school adaptation for students in school life”compiled by Wu Wudian,Zhuang Mingzhen,Huang Yuzhen and investigated the school adaptation status in the primary school students with cerebral palsy. By the“questionnaire of the school support system for students with cerebral palsy”compiled by myself, investigated status of the school support system in the primary school students with cerebral palsy. The“questionnaire of the School Support System for student with cerebral palsy”is composed of five dimensions: environmental support, teacher support, evaluation support, schoolmate support, course and teaching support. These two questionnaires were set down strictly accordance with the requirements and standards of questionnaire and they have good reliability and validity in the reliability and validity testing.
Conclusions are as follows:(1) The school adaptation status of student with cerebral palsy. First, there is no marked difference in sex and grade of students with cerebral palsy about the school adaptation. Second, there is marked difference between students with cerebral palsy in the urban were and students with cerebral palsy in the rural on teacher-student relationship, schoolmate relationships, self-acceptance and whole of the school adaptation(p<0.01). Third, students with cerebral palsy studying in ordinary schools are better than studying in special education schools on the conventional adaptation(p<0.05). But in terms of self-acceptance, in special education students with cerebral palsy are better than students with cerebral palsy studying in ordinary schools(p<0.05); Fourth, there is marked difference on the academic adaptation, conventional adaptation, teacher-student relationship , whole of the school adaptation(p<0.05) because of different students intellect ability, but there is no marked difference on schoolmate relationships, self-acceptance.(2)The school support system status of students with cerebral palsy. First, there is marked difference on the environmental support, evaluation support, schoolmate support, course and teaching support, whole of the school support systerm between students with cerebral palsy in urban and students with cerebral palsy in rural(p<0.01) and between students with cerebral palsy in special education school and students with cerebral palsy in ordinary school(p<0.01).Second, students with cerebral palsy in larger schools or in smaller schools can acquire more school surport than the moderate size schools.(3) There are significant correlation of multiple dimensions between school adaptation and school support system(p<0.05).If students with cerebral palsy get more school support, their academic adjustment, self-acceptance, especially teacher-student relationship, schoolmate relationships, and whole of adaptation are better.(4) There are four effective indicators of students with cerebral palsy on the school support system: teacher support, evaluation support, schoolmate support, environment support. Based on the study, the researcher advance the following suggestions: First, the special education teacher’s training should be enhanced in schools, so that the teacher support become more specialization. Second, the construction of alternative assessment should be strengthened in schools. Third, the acessibility in school should be strengthened. Fourth, pay more attention to schoolmate relationship for students with cerebral palsy.
引文
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