| Summary: | 碩士 === 國立新竹教育大學 === 特殊教育學系碩士班 === 103 === Abstract
The purpose of this research is to understand the development situation of the major organ dysfunction female student’s studying experience, and discuss the major factors affecting her studying experience, as well as support services required during that time. A research of the major organ dysfunction female college students, using the holistic-content and the categorical-content of narrative inquiry to analyze data, the holistic-content is using narrative content as a whole analyze content, and using the Erikson's psychological development theory as premise, categorical-content using its three to six stages as a content category, and the research results are as follows:
A. The major organ dysfunction female student’s studying experience:
(a) In addition to adolescence and young adult, studying experience generally reflects the psychosocial crisis of psychological development theory.
(b) The region of special relationship in each stage is different from the psychosocial development theory. For example, the region of special relationship in preschool period and school period is mother, but the region of special relationship in adulthood is oneself.
(c) Studying experience develops the basic advantages of psychosocial development theory.
B. Major factors that influence the major organ dysfunction female student’s studying experience:
(a) Her independence needs family members as props.
(b) If the teacher’s acceptance reflects on classroom management and management of student conduct, it will have a positive effect on her peer relationship.
(c) Through teacher’s guidance, she can transfer her attention from the physical barriers and movement restrictions to other people and things.
(d) If administrative staff has dedicated attitudes and good communication skills, then her environmental satisfaction will increase.
C. The major organ dysfunction female student’s studying experience needed support services:
(a) Support services are divided into six parts, including the exams, environment, actions, human resources, curriculums, dormitories and a variety of items.
(b) In order to help her make progress, letting go timely is the key point, but we still need to give enough support, more communication and encouragement.
Finally, we make recommendations based on research findings, and provide teachers and future research as references.
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