| Summary: | 碩士 === 國立臺中教育大學 === 特殊教育與輔助科技研究所 === 95 === ABSTRACT
The purpose of this study is to explore the 5th and 6th grades elementary school children’s cognition and attitude toward their peers with mental retardation. The research tool is the questionnaire. 957 of the 5th and 6th grades school children were randomly sampled from public schools with special self-contained classes in Taichung County. The data were collected and analyzed by descriptive statistics method, t- test, and one-way ANOVA. The major findings of this research are as follows:
1. The 5th and 6th grades of the elementary school children’s cognition to special self-contained classes is positive.
2. The female 5th and 6th grades children’s cognition to special self-contained classes is more positive than the male 5th and 6th grades children.
3. As different grades, there is no significant difference of the 5th and 6th grades students’ cognition to special self-contained classes.
4. As the different contact experience, there is significant difference of the 5th and 6th grades students’ cognition to special self-contained classes. The order is:
The average point of those students whose families have disabilities is higher than those students ever had disability classmates. The average point of those students ever had disability classmates is higher than who never contact with disabilities.
5.There is no any effect on the 5th and 6th grades of the elementary school children’s cognition to special self-contained classes no matter their classes are inclusive or not.
6. The 5th and 6th grades children’s attitude toward their peers with mental retardation is positive.
7. The female 5th and 6th grades children’s attitude toward their peers with mental retardation is more positive than the male 5th and 6th grades children.
8. As different grades, there is no significant difference of the 5th and 6th grades students’ attitude toward their peers with mental retardation
9. As the different contact experience, there is significant difference of the 5th and 6th grades students’ attitude toward their peers with mental retardation. The order is:
The average point of those students whose families have disabilities is higher than those students ever had disability classmates. The average point of those students ever had disability classmates is higher than who never contact with disabilities.
10. There is no any effect on the 5th and 6th grades of the elementary school children’s attitude toward their peers with mental retardation no matter their classes are inclusive or not.
Based on the results, the researcher provided recommendations for the
education administration, schools and the future researchers
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