HKIER

摘要

特殊幼兒入讀小學之際，課業學習的預備能力始終是家長感到焦慮的課題。本研究以台灣特殊教育長期追蹤資料庫（SNELS）進行次級資料分析，針對普通班937名五歲特殊幼兒，探討其學業準備能力的相關因素，進一步控制幼兒個人因素，探究家庭背景變項和學校環境變項對學業準備能力的影響。以皮爾遜積差相關、單因子變異數分析及階層迴歸分析進行各項統計考驗，研究結果如下：（1）接受融合教育的五歲特殊幼兒的學業準備能力因障礙類別、家長教育程度和家庭社經地位不同呈現顯著差異，而其學業準備能力亦與幼兒障礙影響程度、家長參與、學前教育經驗、教師教學專業能力和同儕關係顯著相關；（2）控制幼兒個人背景變項後，學業準備能力的有效預測因子包括家長參與、家長教育程度、學前教育經驗、教師教學專業能力和同儕關係，其中以同儕關係的預測力最高。

關鍵詞：特殊幼兒；學業準備能力；特殊教育長期追蹤資料庫

Abstract

This study aimed to examine the factors associated with academic readiness of children with special needs at age 5 in inclusive education settings and furthermore, to explore the predicting factors of academic readiness when controlling individual background variables of gender, disability categories and impact of disabilities. The data from “Special Needs Education Longitudinal Study” (SNELS) of 2009 were analyzed and processed through statistical methods, including one-way ANOVA, Pearson correlation and hierarchical regression. The study found that: (a) there are significant differences in academic readiness among children with special needs due to their disability categories, parental education level, and family socioeconomic status; besides, impact of disabilities, parental participation, preschool education experiences, teacher’s teaching competence, and peer relationships are significantly related to academic readiness of children with special needs as well; (b) as children’s individual variables were controlled, parental participation, parental education level, preschool education experiences, teachers’ teaching competence, and peer relationships are the effective predictors of academic readiness of children with special needs, especially peer relationships.

Keywords: young children with special needs; academic readiness; Special Needs Education Longitudinal Study (SNELS)