特殊教育教師，通報身心障礙學生遭受性侵害案件的生態系統因素模型

Construction of Ecological System Factors for Special Education Teachers’Reporting of Sexual Abuse Victimization among Students with Disabilities

本研究目的有二，第一在建構身心障礙類特殊教育教師通報學生遭受性侵害案件之生態系統因素模型；第二在探討不同背景的教師所評價的生態系統因素是否有差異。研究方法採自編「通報相關因素問卷」針對534名教師蒐集與通報相關的生態系統因素資料，資料分析採用結構方程模式與多變量變異數分析。研究結果發現與教師通報相關之單一因素最高為校家支持和受害者權益與跨專業經驗二項；其次通報法規；第三症狀辨識；第四通報負荷；第五生家特質；第六烏龍通報；相關最低者為擔心報復。以上的單一因素可整併為由高而低依序為支持與受害權益、義務與負荷、辨識與受害特質及擔心後果的生態系統因素。此外，不同教導階段、班級型態及教導障礙類別的教師所評價的生態系統因素存在差異。最後，依據本研究發現提出實務與未來研究建議。

"There were two purposes for this study. The first was to construct the ecological system factors which were related to special education teachers’reporting when confronted with students’sexual victimization. The second was to explore if the differences of the factors exist due to teachers’various background. To collect data, 534 teachers filled up“the questionnaire of related factors on special education teachers’report of sexual abuse victimization among students with disabilities”, which was designed by the researcher. The data were analyzed through structural equation model (SEM) and multivariate analysis of variance (MANOVA). The results showed that the single factors relating to the teachers' reporting from high to low were support of school and victim’s family, victims’rights and cross-professions experience, reporting legislation, symptom recognition, reporting burden, characteristics of victims and families, false reporting, and worries of retaliation. The single factors can be grouped to four ecological system factors. The four factors from high to low were support / victims’rights, reporting obligation / burden, recognition / victims’characteristics, and worries of consequences. In addition, special education teachers evaluated the ecological system factors differently depending on their teaching stages, types of special education classrooms, and categories of students’disabilities. Finally, the suggestions concerning practices and future research were presented."