The Case Study of School Adjustment and School Support System in Inclusive Education of Elementary School for Special Need Students

• Main Authors: HSIEH,MENG-CHUN, 謝孟純
• Other Authors: CHENG,SHENG-YAO
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/96254146986253457924

碩士 === 國立中正大學 === 教育學碩士在職專班 === 104 === The purposes of the study were to investigate the school adjustment and school support system for special need students in inclusive education of elementary school. In November 2015 to April 2016,the researcher adopted a qualitative research method using semi-structured interview, observation, and document analysis in order to have an in-depth understanding on situation of two mild mental retardation students including the relationships, the regular adaptation, the learning adaptation, and to explore interactive course between school adjustment and school support system . The main conclusions of this study are as follows：. 一、 The school adjustment of two students with mild mental retardation (一) The relationships: susceptible to be laughed and insulted by peers in the regular classes, and often conflict with the peers of emotional disorder, most of the classmates doesn't initiative with two students, but some classmates are assigned by teachers to help for two students;sometimes have friction with two teachers.However, to get alone with peers in resource classes , they have a different relationship with peers. (二) The regular adaptation: Unable to participate in the course because they doesn’t understand, two students were distracted by the impact of the peers easily, interfere class order; because Hong was integrated into regular classes longer than Cheng, the regular adaptation in class was better; when two students were censured because of doing something wrong, there will be different performances of behavior problems, such as lying or greater emotional response action. (三) The learning adaptation:because they can not understand and learn slowly in regular classes, their classroom participation is poor; however if the courses and activities are interesting,they would be more willing to participate in learning; in resource class ,Hong was better than Cheng in the course participation; the work in regular classes was hard to finish independently ; academic performance got behind. 二、 The interactive course between school adjustment and school support system of two students with mild mental retardation (一) The school administrators’ support：to inform message to the parents about replace into the regular classes;decide the tutor by drawing lots; reduce the number of regular classes; apply for professional services team; to provide the enrollment services of exam ; provide mechanism counseling; provide suitable teaching service in resource classes;some helped for school adjustment of two students,but some haven’t. (二) The teachers’ support: a accepted attitude; flexible standards and appropriate requirements; assist in to handle problem behavior; provide individual instruction and opportunities for exercise; special education advocacy in class; encourage the good ability; flexibility to adjust the usually score; initiate contact with parents have helped their school adaptation. However, because the number of students in the regular classes was more, teachers can not take into account their learning, while emotional problems’ students need disciplining , he was everywhere at once. (三) The parents’ support: Willing to give children the opportunity to integrated into regular classes; the impact of different degree of support for school adjustment; different parenting attitudes, children develop varying degrees of dependence. According to the conclusions above, the researcher offer suggestions to the school administrators, related educational personnels, students’ parents and future researchers. Keyword ：inclusive education、special need students、school adjustment、school support system