| Summary: | 碩士 === 國立彰化師範大學 === 特殊教育研究所 === 91 === This study employed “the Quality of School Life Questionnaire for the Students with Learning Disabilities” questionnaires and interviews to investigate the quality of school life and factors that influence the quality of school life for learning disabled students in junior high schools in Kaohsiung County. According to the results of analyses of 114 questionnaires and 8 interviews, the main findings were summarized as follows：
1. In general, the junior high school students with learning disabilities were satisfied with their global quality of school life. There were no significant differences in the global quality of school life in general classrooms and any of the five school-quality dimensions between genders and grades.
2. Between the students received and not received direct special education services, there were no significant differences in the quality of school life in general classrooms. However, the students did not receive the services were more satisfied with the self-concept dimension than students received the services.
3. Between the students received and not received other supporting services, there were significant differences in the quality of school life in general classrooms. The students did not receive the services were more satisfied with the quality of school life in general classrooms and in dimensions of social relationships and academics than the students received the services.
4. Students with learning disabilities received special education services felt more satisfied with the global quality of school life and with the dimensions of academics and disability-free environments in .the special classroom than those in the general classroom.
5. Students with learning disabilities in junior high schools felt more satisfied with the questionnaire items related to their learning characters than those didn’t.
6. The interviewed students proposed four suggestions to improve their quality of school life: “a safely learning environment”, “evening time for individual study”, “extending the break time” and “provision of reminding service”.
Key Words: students with learning disabilities, quality of school life
|
|---|
