| Summary: | 碩士 === 國立臺灣師範大學 === 特殊教育學系在職進修碩士班 === 100 === The purpose of this narrative study was to explore the experiences of re-entering school and rehabilitation by the two with physical disabilities by accident in study stage. Data were collected with in-depth interviewing and documents associated with these people.
Two stories were reported individually and synthesized into the following findings.
The aspect of rehabilitation and adaptation to disability : (1) for people with physical disabilities, the changes of physiological function were permanent and difficult to recover; (2) people with physical disabilities were aware of the loss of physiological function and having a negative perception; (3) for people with physical disabilities, psychological adaptation showed a spiral development with rehabilitation of physiological function; (4) for students with physical disabilities, advantages of pre-injury personalities or background were helpful for developing adaptation strategies after injury.
The aspect of required supports for the stage of re-entering school and rehabilitation: (1) emotional supports were critical factors to help students with physical disabilities form a positive self-concept; (2) developing the ability of independence to students with physical disabilities reduced the requirements of external supports; (3) the work life could improve people with physical disabilities the rehabilitation of the internal dynamics.
The aspect of the experience of re-entering school: (1) the service with empathy could make students with physical disabilities feel at ease; (2) homogenous professionals could be a role model for students with physical disabilities.
Overall, schools should take the initiative in providing students with physical disabilities with relieved and appropriate arrangement. It is suggested that educators might need to self-examine their viewpoints toward students, hear the voices of students, and make efforts enhance more self-determination of students with physical disabilities.
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