| Summary: | 碩士 === 銘傳大學 === 教育研究所碩士在職專班 === 105 === The purpose of this study was to discuss the differences of self-concept and interpersonal relationships perceived by parents among the junior high school students with disabilities. The data of this study was collected from the database of Special Needs Education Longitudinal Study (SNELS), the students with disabilities in regular classes of junior high school and their parents in inclusive setting during the academicyear of 2011 and 875 samples were valid. The statistical methods included descriptive statistics, independent samples t- test, one way ANOVA, Pearson’s product moment coefficient.
The major Conclusions were as follows:
1. The performance of self-concept of the students with disabilities in regular classes of junior high school is medium. The performance of interpersonal relationships of the students with disabilities in regular classes of junior high school perceived by parents is well. Among all aspects of self-concept in students with disabilities, the score from highest to lowest were: physical self-concept, emotion self-concept, family self-concept, social self-concept, academic self-concept. Among all aspects of interpersonal relationships in students with disabilities perceived by parents, the score from highest to lowest were: family interpersonal relationships, school interpersonal relationships, and peer interpersonal relationships.
2. Self-concept showed significant differences among students with disabilities of different sex in physical self-concept and academic self- concept. Self-concept showed significant differences among students with disabilities of different disability in emotion self-concept, social self- concept and all self-concept.
3. Interpersonal relationships perceived by parents showed significant differences among students with disabilities of various family financial status in total interpersonal relationships.
4. There were no significant correlations among self-concept and interpersonal relationships perceived by parents of junior high school students with disabilities.
Finally, according to the results of the study, several suggestions were proposed for educational authorities, schools, teachers, parents and the follow-up studies.
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