| Summary: | 碩士 === 國立臺東大學 === 教育學系教育研究所 === 104 === During teaching, the researcher quite often came across students expressing their feelings in school. Therefore, targeted at school adjustment, this research explores the performance and responses of the students with learning disabilities at school and how they interpret their campus experience. This is also why this research is presented in semi-structured interviews with four students with learning disabilities, supplemented with observation and document analysis for further discussion.
The research results indicate that students with learning disabilities suffer difficulties in terms of study, convention and interpersonal relationship. However, they do not value their academic performance and most of them conform to convention. Yet, they find it unbearable that they are clumsy in peer interaction, thus trying to avoid it or respond to it passively. Few of them resort to resources for help or confront it positively. Intervention from the significant others will enhance their confidence and thus facilitate their school adjustment. Besides, they think that the school supporting system fails to provide sufficient benefit. Hence, this research also discloses the potential influence of identification mechanism for learning disabilities on students with learning disabilities in campus life.
Based on the research results and findings, this research proposes a few suggestions for education practitioners and future researchers.
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