A Study of School Adjustment and School Support System with Autistic Children in Regular Class of Taipei City

• Main Authors: Chen, Gaung-Shin, 陳冠杏
• Other Authors: 張正芬
• Format: Others
• Language: zh-TW
• Published: 1998
• Online Access: http://ndltd.ncl.edu.tw/handle/89008253475998551336

碩士 === 國立臺灣師範大學 === 特殊教育研究所 === 86 === 　　The purposes of this study are to investigate the school adjustment and school support systemto autistic children in regular classof Taipei City, to examine thier parents'''' and teachers'''' opinions regarding their school adjustment condition, and to examine their parents'''', teachers'''' and administrators'''' opinions regarding school srpport system. 　　The subjects include 58 autistic children''''s teachers, 44 autistic children''''s parents and 39 school administrators. Teachers, parents and administrators were asked to fill out "School adjustment and school support system questionnaire" The gathered data are estimated and analyzed. 　　The major findings are: 　　I. School adjustment 　　　　A. The condition of school adjustment: 　　　　　　1. Communication: the conditions of spoken language and comprehensive language are worse than the peers''''. However, to autistic children themselves the conditions of comprehensive language is superior than spoken language. 　　　　　　2. Interaction: during between-class, autistic children mostly play alone. The conditions which autistic children interact with their teachers and classmates are worse than the peer''''s . Nearly 90% classmates are willing to accept autistic children. 　　　　　　3. Ritualistic behavior: about 90% autistic children exhibit ritualistic behaviors. They have a fairly high frequency of mumbling, anxiety and hyperactivity. Ritualistic behavior affect autistic children''''s learning. 　　　　　　4. Regulation: about 60% autistic children ususlly obey school regulations. When belling, they entering claass is the best in-class rule-follower and don''''t do danger activities is the best off-class rule-follower. 　　　　　　5. Curriculum learning: autistic children''''s visual memory learning, hearign memory learning and process leaning are better than others. In ten subject, linguistics, act, music, and computer are the four best subjects. More than 50% autistic children like to go to school. The conditions of curriculum learning, attendance and shifting are worse. 　　　　　　6. The condition of whole school adjustment. about 70% autistic children are fine. 　　　　B. Descriptions of opinions: The opinions of teachers and parents about autistic children''''s school adjustmint condition are the same. 　　Ⅱ.School support system, 　　　　A. The condition of school support system: 　　　　　　1. Need of school support system: In 37 items, 32 items are in high need .2. Condition of provision: In 32 high need items, 8 items are low provision. At the providence rate, administrators are the highest, teachers are the second, and parents are the last. 　　　　B. Description of opinions: administrators, teachers, and parents think that autistic children in regular classes need school support system whereas their opinions about providence condition are different. 　　The above findings were discussed, suggestions for future study and implication for improvement of education for autistic primary schoolars were made.