| Summary: | 碩士 === 中國文化大學 === 生活應用科學系 === 99 === The research aims to reveal the leisure activity participation and leisure constraints of mentally retarded children; based on different background variables, it explores the difference between the current participation in leisure activities and the leisure constraints of mentally retarded children in the special classes in elementary schools. The research collects data by means of questionnaire survey. Taking mentally retarded children in the special classes in public elementary schools in Taipei as the research objects, the researcher obtains 263 valid questionnaires. Statistical methods such as the descriptive statistics, T test, one-way ANOVA, Scheffe's post hoc comparison and Pearson correlation are adopted for data analysis. And the following conclusions have been reached:
1. The top five leisure activities most frequently participated by mentally retarded children are “watching TV”, “walking”, “shopping”, “playing dolls and cars” and “running” while the top five leisure constraints are “unfamiliar with the related rules of the concerned leisure activities”, “lack of good physical coordination abilities”, “incomprehension of the know-how of the activities (e.g. don’t know how to play basketball or use the computer)”, “lack of relevant staff to teach children how to carry out the leisure activities” and “lack of family members’ participation in the leisure activities”.
2. Analysis on the difference of the “leisure activity participation” of mentally retarded children under different background variables
(1) In terms of the mentally retarded children with different “sexes”, girls’ respective participation percentage in “literary activities” and “household activities” is remarkably higher than that of the boys.
(2) In terms of the mentally retarded children at different “ages”, significant difference is revealed in the “overall leisure activity participation”; children at older ages show higher participation percentages in "social activities" and "sport activities" than those younger ages.
(3) In terms of the mentally retarded children with different “degrees of retardation”, significant difference is revealed in the "overall leisure activity participation" and "social activities", but no inter-group difference is revealed; the participation percentage of the mildly mentally retarded children in “sport activities” is much higher than that of the exceedingly ones.
(4) In terms of mentally retarded children subject to the different “parent education” and “parents' occupational hierarchies”, significant difference is revealed in the “outdoor travel category”.
3. Analysis on the difference between “different background variables” and “leisure constraints” of mentally retarded children
(1) For mentally retarded children of different “sexes”, no significant difference is revealed in the “overall leisure constraints”.
(2) For mentally retarded children at different “ages”, much more leisure constraints relating to “individual aspects” of the children aged 7 to 8 are revealed than those aged 11 to 12.
(3) For mentally retarded children with different “degrees of retardation”, the exceedingly mentally retarded children are much more likely to be influenced by leisure constraints than the mildly, moderately and severely mentally retarded children. Significant difference is revealed in the “family aspect”, but no inter-group difference is revealed.
(4) For mentally retarded children subject to different “parents' education”, mentally retarded children with higher parents' education are less likely to be influenced by the leisure constraints in the “family aspect”.
(5) For mentally retarded children subject to different “father's occupational hierarchies”, significant difference is revealed in the "overall leisure activity participation"; and “parents' occupational hierarchy” exerts significant difference to the leisure constraints in the “family aspect”.
4. No significant negative correlation between "leisure activity participation" and “leisure constraints” is revealed.
Lastly, the researcher puts forward suggestions to educational administrative organizations, teachers in schools, parents and future research.
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