本研究旨在探討特殊學校高職部學生父母教養與學校生活適應之情形。本研究採用問卷調查法，抽取全國北、中、南、東共10所特殊學校390位高職部智能障礙學生為研究樣本調查。依所得資料進行描述性統計、t考驗、單因子變異數分析、皮爾遜積差相關、迴歸分析等進行資料分析，本研究結論如下:一、特殊學校高職部學生在個人適應層面，中度智能障礙學生較重度智能障礙學生之適應情形較佳；在學業適應層面，輕度和中度智能障礙學生較重度智能障礙學生之適應情形較佳；在人際適應層面，輕度和中度智能障礙學生較重度智能障礙學生之適應情形較佳。二、父母教養中之要求內涵對特殊學校高職部學生學業及人際適應具有正面影響。 最後，根據研究結果，提出對家長、學校教育各項建議作為教育實務和未來進一步研究的參考。 This study aimed to investigate the correlation between parenting and school life adjustment of vocational senior high school students in the special schools. The questionnaire survey was adopted in this research, and a total of 390 intellectual disability students from north, central, south, east vocational senior high school students in the special schools throughout the country were selected as research samples. The data were analyzed by statistical analysis of descriptive statistics, t test, one way ANOVA, Pearson product-moment correlation and regression. The conclusions of this study were as followed: 1. At the individual adjustment of vocational senior high school level in the special schools, students with moderate mental retardation showed a better adjustment compared to students with severe mental retardation; in terms of academic adjustment level, students with mild to moderate mental retardation demonstrated a better adjustment than students with severe mental retardation; in the level of interpersonal adjustment, students with mild to moderate mental retardation also indicated a better adjustment than students with severe mental retardation.2. The connotation of expectation in parenting had a positive impact on academic and interpersonal adjustment of vocational senior high school level students in the special schools. In accordance with the results, this study finally proposed several recommendations to the education of parents and schools to sever as references for educational practice and further research.
