| Summary: | 碩士 === 國立東華大學 === 特殊教育學系 === 99 === This research aimed to study the usage and need level of assistive learning device for elementary and junior high students with physical disabilities in Yilan and Hualien counties. A questionnaire was designed for this research to study elementary and junior high students with physical disabilities in Yilan and Hualien counties. This research also was analyzed how personal backgrounds influence the usage and need level of assistive learning devices. Finally, open-ended questions were employed in order to understand the difficulties of using assistive learning devices. The collected data were analyzed by Statistical Methods, such as Frequency Distribution, Descriptive Statistics, T-test, one-way ANOVA and Scheff’e Comparision.
The conclusions were described as the followings:
1.The background of elementary and junior high students
with physical disabilities in Yilan and Hualien counties
Boys were more than girls. Students in Yilan was triple
than those in Hualien. Junior high students counted the
largest number. 40% were “Mild Physical Disability”.
50% were “Cerebral Palsy” placed in the regular class
and received special services; their main care-takers
were parents, and they took rehabilitation less than once
a week.
2.The usage and need level of assistive learning device for
elementary and junior high students with physical
disabilities in Yilan and Hualien counties
Within the 6 categories of assistive learning devices,
the most used and needed in frequency were Lower Limb
Orthoses, Special Designed Wheelchair, Tilt Table,
Microsoft Windows Accessibility Features, Communication
Card and Book, and Ableware Bathroom Grab Bar.
3.There were significant positive correlation between the
usage and need level of all the assistive learning
devices (45 items under 6 categories) for the elementary
and junior high students with physical disabilities in
Yilan and Hualien counties.
4.The differences of usage and need level for the 6
categories of assistive learning devices according to the
different personal backgrounds
When the significant level reached 0.05, (1) According
to the different gender, there were significant
differences among 5 items of usage and 3 items of need
level. (2)According to the different school districts,
there were significant differences among 3 items of usage
and 3 items of need level. (3)According to
the different schools, there were significant differences
among 3 items of usage and 15 items of need level. (4)
According to the different graders, there were
significant differences among 3 items of usage and 3
items of need level. (5)According to the different
services of special education, there were significant
differences among 26 items of usage and 40 items of need
level. (6)According to the different types of physical
disabilities, there were significant differences among
15 items of usage and 38 items of need level. (7)
According to the different severity of physical
disabilities, there were significant differences among 39
items of usage and 45 items of need level. (8)According
to the different main care-taker, there were significant
differences among 5 items of usage and 11 items of need
level. (9)According to the frequency of taking
rehabilitation, there were significant differences among
18 items of usage and 38 items of need level.
(10)According to the different tribes, there were
significant differences among 13 items of usage and 5
items of need level.
Based on the above conclusions, suggestions were provided for elementary and junior high school students with physical disabilities, parents, teachers, government and further study.
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