| Summary: | 博士 === 國立臺灣師範大學 === 特殊教育研究所 === 88 === Evaluating Learning Outcomes of Disabled Students
ABSTRACT
This two-phase study was, mainly, to establish an Evaluation System of Learning Outcomes of Disabled Students. The system was tried out with disabled students in four schools at elementary and junior high schools levels to explore the learning outcomes of the students and factors related to these outcomes. In the first phase, Delphi and interviewing methods were adapted to collect consensus opinions on items in the Evaluation System from 31experts in the field and 20 special education teachers. The case study method was used, in the second phase, to collect data from 63 disabled students placed in special education classes and resource rooms, their parents, and special education teachers. By using Survey of Student Learning Outcomes at School, Survey of Student Post-School Learning Outcomes, Teacher Satisfaction Survey, Student Satisfaction Survey, Parent Satisfaction Survey, and Survey of Special Education Status of School. Data was analyzed with frequency, percentage, means, and standard deviation.
The findings of this study were as follows: (1) The Evaluation System of Learning Outcomes of Disabled Students was composed of two parts, at-school and post-school learning outcomes. At-school learning outcomes can be evaluated with five domains of presence and activity participation, learning performance, responsibility and independence, emotion and social adjustment, and satisfaction. Post-school learning outcomes can be evaluated with four domains of education or training, employment, residential independence, and community independence. (2) As the results of learning outcomes, disabled students were found to have high rate of school attendance, low participation with regular classes activities, low achievements in schools but mostly continue their post-secondary school education after graduation. They were also reported to have difficulties in money management and community involvement in their post-school life. (3) Students learning ability and motivations, parent involvement, classroom climate, and cooperation between teachers were reported to be the crucial factors associated with learning outcomes of disabled students. Therefore, recommendations were made in terms of administration and teaching.
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