國中階段肢體殘障學生之自我觀念與人格適應

A Study the Self Concept and Personality Adjustment of the Crippled Children

十九世紀以來,由於民主思潮的衝擊,影響所及,教育機會均等的理想,已成為各國教育共同努力的目標。均等的教育機會,實乃代表一種「普遍的人權」。教育的對象,不但應顧及來自不同種族、不同地區、不同社經地位的學生間的平等,對於普通兒童外的特殊兒童,亦應予以特別而適當的教育。我國自民國五十七年實施九年國民教育,即在「國民教育實條例」中規定:「...對於體能缺殘、智能不足及天才兒童應施以特殊教育或予以適當就學機會」以確保特殊兒童的教育機會均等。近年來由於政府主管教育機關,對特殊教育的重視與大力推展,以及社會虈念逐漸的開通,私人財團或慈善機構等不斷的提供各種的資源,使得特殊教育能有長足的進展。肢體殘障兒童的照顧,亦受到普遍的重視,唯肢體殘障學生大多與普通學生混合就讀,一般學校教師亦未能予以特殊的教育與輔導,對其心理特質與適應情形,實有待進一步的研究。

The analysis of the selfconcept and personality adjustment could help us to understand psychological characteristics of crippled children and to offer appropriate education for these children.
The purpose of this study were four fold:
1. to analyze the selfconcept of crippled children;
2. to explore the personality adjustment of crippled children and to offer appropriate education for these children.
The purpose of this study were four fold:
1. to analyze the self-concept of crippled children;
2. to explore the personality adjustment of crippled children;
3. to probe the correlation between the selfconcept and personality adjustment;
4. to offer recommendation in the guidance and education of crippled children accordingly.
The ample for this study consisted of 100 cripple students in junior high schools and 130 normal students as a group for comparison. The crippled students were selected form three kinds of educational placement:regular class, special class and special school. All subjects were tested with L.P. thrope's California Test of Personality and W.H. Fitts' Tennesses Self Concept Scale, D.C. Linkowski's Acceptance of Disability was added to the crippled.
Analysis of the data in this study revealed the followings:
1. Generally, the crippled children has more inferior selfconcept than the normal children.
2. In general, the personality adjustment of the crippled children were significantly worse than that of the normal children.
3. There was a correlation between the selfconcept and personality adjustment of all the subjects.
4. The correlation between the acceptance of disability and personality adjustment was significant.
5. The difference of personality adjustment between the moderately handicapped children and severely handicapped children was not significant.
6. The crippled students in special school tended to have better personality adjustment than those in special classes or regular classes.
Finally, according to the findings, some recommendations were suggested.