A Study on the Needs of Transition Service of Sixth-grade Resource Class Students with Disabilities in Taipei City

• Main Authors: Hui-Ju Kang, 康蕙如
• Other Authors: Hsiu-Chin Lin
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/78956199622006968283

碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 104 === The purpose of this study was to explore the needs of the transition service of resource class students with disabilities in elementary schools, the differences and correlations of the background variables based on the need hierarchy theory proposed by Maslow. A self-developed questionnaire of ” Questionnaire of the needs of the transition service of resource class students in elementary schools in Taipei City ” was applied to conduct this survey. The total of 279 questionnaires were given and 249 were responded. The rate of response was 89.29%. Among the returned questionnaires, 228 were available, and the effective rate was 91.57%. The data collected from the questionnaires was analyzed by descriptive statistics, Independent-Samples t Test, one-way ANOVA, and Pearson product-moment correlation. The results were as follows: 1.The demand of the transition service of resource class students was shown between “extreme need” to “need”. The top three levels of needs were indicated respectively as safety needs, esteem needs and self-actualization needs. The lowest level of needs was aesthetic needs. 2.Among all the aspects of “the demand of the transition service”, they made a significant difference to “class hours” and “the demand of the transition service” was significantly related to the degree of personal anxiety. 3.For physiological needs, there was a significant difference between “disability categories” and “class hours“, and “perspective resilience” was related with this category. 4.For safety needs, there was a significant difference between “the degree of disabilities” and “class hours“, and “the degree of personal anxiety” was related with this category. 5.For belongingness and Love needs, there was a significant difference between “the degree of community” and “class hours“, and “the degree of personal anxiety” was related with this category. 6.For cognitive needs , there was a significant difference between “disability categories” and “class hours“, and “the degree of personal anxiety” was related with this category. 7.For aesthetic needs, “gender” and “disability categories” were significantly different from this category. Pedagogical implications and suggestions for the future studies were provided according to the research results.