各種教育安置下國中聽覺障礙學自我觀念與適應之關係

• Main Author: 張蓓莉
• Other Authors: 王老得
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/62009975701960537370

碩士 === 國立臺灣師範大學 === 教育研究所 === 67 === 　　This study was designed to analyze, and to compare the self concept and adjustment of the hearing impaired students among the three kinds of educational placement in junior high school level. 　　The subjects included four groups: (1) hearing impaired students in the special school. (2) hearing impaired students in the special class of the rugular school, (3) hearing impaired students in the resource room of the regular school and (4) hearing students selected from the classmates of those in the resource room group of the regular school as the control group. Each group consisted of twenty-eight students. They were sampled almost similar in age, sex, grade, socio-economic status, and also in the severity of hearing loss among the hearing impaired groups. 　　Self concept was measured by the Self-Attitude Inventory, adjustment was measured by the Juvenile Test of Personality, and acceptance of hearing impairment was measured by the Self-Acceptance Inventory for hearing impaired students. All the hearing impaired groups were tested by the three tests. one hearing group was only tested by the former two tests. 　　The data obtained were statistically treated by one-way analysis of variance. polyserial correlation product-moment correlation, and t-test for multiple comparisons. 　　The msin tindings of this study were as follows: 　　1. There was no significant difference of the self concept among the four groups, and also no significant correlation between the self concept of the hearing impaired groups and the educational placement. 　　2. There was no significant difference of the adjustment among the hearing impaired groups, but fairely significant difference between the special school and hearing group. There was no significant correlation between the hearing impaired groups and the educational placement. 　　In the personal adjustment, there was no significant difference among the hearing impaired groups, however, significant difference between all of the hearing impaired groups and hearing group. There was no significant correlation between the personal adjustment o fthe hearing impaired groups and the educational placement; In the social adjustment, there was no significant difference among the hearing im paired groups, however, significant difference between the special school group and hearing group, and then there was significant correlation between the social adjustment of the hearing impaired groups and the educational placement. 　　3. There was positive correlation between the self concept and adjustment. 　　4. There was significant difference of the acceptance of hearing impairment among the hearing impaired groups, and also highly significant correlation between the acceptance of hearing impairment of the hearing impaired groups and the educational placement. 　　5. There was positive correlation between the acceptance of hearing impairment and adjustment. 　　In conclusion, the author advices that the hearing impaired students should be integrated in special class or resource room of regular school as early as possible, so that the opportunity to contact with the hearing students will be increased, and the self concept and adjustment of the hearing impaired students will consequently mproved.