| Summary: | 碩士 === 國立東華大學 === 特殊教育學系 === 106 === The research examines the tutoring implementing mechanism, the current implementing condition, the course-taking pattern and the satisfaction of college students with disabilities who have participated in the school tutoring program. The questionnaire survey was employed as the research method, and self-constructed questionnaire was used to understand implementation of tutoring the among university resource rooms. Besides, the survey adopted the stratified cluster sampling and investigated counselors, tutors, and students with disabilities from 48 universities. There were 44, 81 and 82 valid questionnaires returned. The collected data was analysed by descriptive statistics and difference tests. Research findings are as follows:
1. The course credits which the university students with disabilities took were within the normal range. Yet, every semester, there were still half of them would retake more than one courses. Besides, 35% of them having no difficulties in the course learning still did not pass it, and most of them considered even through they studied hard enough, they only got bad test results.
2. 98% of those students had difficulty with at least one course each semester and tutoring courses they applied were mainly related to STEM subjects and English language learning. Lack of the ability to learn the course subjects was their major problems, and skills they needed to enhance were foreign language proficiency and test taking.
3. Most college students with disabilities could apply more than four courses of tutoring per semester. In addition, even though most of them had tutoring needs in the beginning of the semester, but still 35% of them did not apply for tutoring because they wanted to overcome their learning problems by themselves.
4. Most tutoring regulations in each university are on the basis of government budget subsidy, and in terms of censorship, 20% of universities did not establish related tutoring rules.
5. Most college students with disabilities and counselors of resource room consider tutoring program was beneficial to students for helping them have better understanding of the lecture content.
6. The overall satisfaction among different groups of people of the tutoring implementation is above average, and results had high correlation with background variables. Furthermore, as for the counselor, the factors resulting in the sharp differences of satisfaction were gender, school system and nature of the school, their previous graduating school system and the length of being a resource room counselor. Next, as for the tutor, the factors were education system, teaching expertise and the time of giving learning support to those students. Last, as for the students with disabilities, the significant difference revealed only on different study groups.
Finally, based on the research findings, the researcher provided some suggestions to the current tutoring implementation and future research.
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