| Summary: | 碩士 === 國立彰化師範大學 === 特殊教育系所 === 103 === This study is aim to investigate the current status of support services accepted by college students having emotional behavior disability and autism. Because of students’ diverse backgrounds, we are interested in discovering the critical factors affecting the support services acceptance. We leverage two survey tools to explore the difference. One is “The Questionnaire of the Support Services Accepted by College Students with Disability” and the other is “The Interview Outline of the Support Services Accepted by College Students with Emotional Behavior Disability and Autism”. We investigated 83 students with emotional behavior disability and 132 students with autism by questionnaires, and we also interviewed 8 students with emotional behavior disability and 8 students with autism.
The in-depth data analysis is executed with a serious of rigorous statistical tools, such as descriptive statistics analysis, two-way split-plot ANOVA, and t-test. We summarize our findings in the following:
1.College students with emotional behavior disability and autism have the highest demand for “career counseling ” and the least demand for “life counseling”. Emotional behavior disability students have the highest need for “career counseling”. For those autism students, they have the highest requirement for both “career counseling” and “mentality counseling”.
2.There is no significant difference of the demand degree between students with emotional behavior disability and autism from different school systems, admission processes, gender and region.
3.There is no significant difference of the gained degree between students with emotional behavior disability and autism from different admission processes and region.
4.There is significant difference of the gained degree between the students with emotional behavior disability and autism from different school systems and gender. Students from technology colleges show higher gained degree than students from regular universities.
5.From these results, we conclude that the current support services provided by colleges are not sufficient enough for supporting students with emotional behavior disability and autism in their college life.
Lastly, we provide further suggestions for college and further research in this field, and we also address the research limitation in the discussion section.
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