| Summary: | 博士 === 國立彰化師範大學 === 特殊教育研究所 === 91 === The purpose of the study is to examine the relationship among school adjustment and satisfaction with school support service systems of visual impaired students in senior and/or vocational high schools. Questionnaires study were used in the study which recruits 165 students with visual impairments in senior and/or vocational high schools. A depth interview was conducted to 63 subjects including 5 visual impaired students with highest scores (the well-adapted) and 5 with lowest scores (the poor-adapted) in campus life satisfaction scale. In addition, school administrators, tutorial teachers, classmates and patriarch of the students were also interviewed.
The data of questionnaire survey were analyzed by t-test, one-way ANOVA and Pearson product-moment correlation analysis. The interview manuscripts were coded and compiled with constant comparison. The results of the study are described as the followings：
I. Adaptation to campus life
1.The scores of the visual impaired students in senior and/or vocational schools are attributed to fairly good level in the campus life adaptation scale.
2.The scores of the environmental adaptation scale of mild visual impaired students are higher than those of students with moderate or severe visual impairment.
3.The scores of the literal readers are higher than those of the blind or the big literal ones in the campus life adaptation scale fully-stated, popularity adaptation scale partially-stated and environment adaptation scale partially-stated.
II. Satisfaction to school supported systems
1. The scores of the visual impaired students are attributed to fairly good level in the satisfaction to school supported system scale.
2.The scores of congenital visual impaired students are higher than those of the students with the postnatal visual impairment in the physical environment support scale and the class-teaching support scale.
3.There is positive correlation between the adaptation to campus life and the satisfaction to school supported system of the visual impaired students.
III. The students who were well adapted to campus life received more support from their school supported systems (physical environment support, class-teaching support and society support) and family.
IV. The demand on funds, learning, action, examination, assistive devices and psychological support of the visual impaired students need further improvement.
V. The teachers and parents of the visual impaired students with differently adapted level have coincident viewpoint in the placement and the adopted measures.
VI. The shortage of fund need to be improved for the tour assisting system in senior and/or vocational high school.
According to the results from depth interview in the present study, some suggestions are given to the departments of educational administration, teachers, and parents of the visual impaired students.
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