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請使用永久網址來引用或連結此文件:
http://nhuir.nhu.edu.tw/handle/987654321/26703
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| 題名: | 國小身心障礙學生家長參與轉銜歷程－從階級再生產的面向探討 |
| 其他題名: | The Elementary School Disabled Student Parent Participates in to Turn The Title Process--From the Facing to of Class Reproduction Study |
| 作者: | 胡樹馨
HU, SHU-SHIN |
| 貢獻者: | 應用社會學系社會學碩士班
林昱瑄
LIN, YUH-SUAN |
| 關鍵詞: | 身心障礙學生;教育階段轉銜;弱勢家庭;親師互動;階級再製
students with mental and physical disabilities;transition services in different phases of education;disadvantaged families;interaction between teachers and parents;class remaking |
| 日期: | 2017 |
| 上傳時間: | 2018-12-21 09:39:08 (UTC+8) |
| 摘要: | 本研究旨在探討國小身心障礙學生家長參與子女轉銜現況，期深入瞭解身心障礙家長在轉銜歷程中和學校教育體系間的互動經驗、感受與所遭遇的困境，以及這些困境與身心障礙家庭階級背景的關聯性。本研究採質性研究法，資料蒐集方法以訪談為主，輔以日常觀察。研究對象包括東方國小（化名）五位六年級身心障礙學生和七位主要照顧者，共計十二位，所得的結論如下︰一、家長參與轉銜經驗與感知大部分呈現負面經驗，原因來自於這些弱勢家庭的家長本身無能／無力介入、參與轉銜，且和學校關係疏離、親師關係不佳，以及學校行政疏失所造成；少數呈現正面經驗是因為他們雖然家庭經濟資本不足，但憑藉積累友善型的社會資本和慈善型的文化資本，最後子女在轉銜過程獲得許多正面協助。二、家長參與轉銜的困境分別來自家庭層面和學校層面。在家庭層面，主要是這些身心障礙家庭呈現出高比例的經濟弱勢，連帶使得他們因經濟資本匱乏、文化資本不足、缺乏社會資本等因素，造成轉銜困境；而在學校層面，由於教師對特教生了解與相關知能不足，特教生業務被學校行政邊緣化，身心障礙家庭感受到學校階級凝視的暴力等因素，也深化了這些弱勢家庭參與轉銜的阻礙與困境。 最後，根據研究結果，分別對家長、轉銜主導單位的學校教育體系與教育工作人員、政府部門，提出相關建議。
The purpose of this study is to examine the current status of the parent participation in the transition services of the elementary students with mental and physical disabilities. It aims to gain an in-depth understanding of parent perceptions of the transition services, their interactive experiences with schools, and the challenges they face during participation. Furthermore, we will examine the correlation between parent participation and their social economic status. This study used the qualitative approach. Data were collected through interviews and daily observations. Twelve participants were studied: five sixth-graders with mental and physical disabilities and primary seven caregivers of Dong Fang Elementary School (alias name). The findings are as below: 1. The experiences and perceptions of the parent participation in the transition process were mostly negative. The reasons are: parents of these disadvantaged families are not able to, or not capable to get involved in, or participate in the transition; they are alienated in school; their relationship with the teachers is not good and there is administrative negligence in school. However, few experiences were positive. The reason is that though these disadvantaged families are disadvantaged economically, they are rich in social and cultural resources so their children receive much positive assistance during the transition process.2. The difficulties of the parent participation in the transition services are two folds: family and school. On the family level, the main reason is that the families of the students with mental and physical disabilities are mostly economically disadvantaged. As a result, they lack in cultural and social resources and hence, have difficulty in transition. On the school level, because the teachers do not have adequate understanding and knowledge of the disabled students, the teaching to the disabled students is marginalized by the school. The families of the students with mental and physical disabilities feel the hostility by the social classes in school. These factors all accentuate the obstacles and difficulties during the transition process. Finally, based on the findings, this study gives proper suggestions to the parents, transition process of the school, people working in the educational system and the government departments. |
| 顯示於類別: | [應用社會學系(社會工作與社會設計碩士班,教育社會學碩士班)] 博碩士論文-社會學碩士班(停招)
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