大專校院身心障礙學生學習需求及接受支持服務之潛在類型分析

The Study of the Support Services for College Students With Special Needs in Taiwan: Latent Class Analysis

本文主要目的在透過以個人導向的研究取徑（person-oriented approach），了解高等教育階段身心障礙學生的整體需求，以及實際接受到學校所提供的支持服務之整體圖像。本研究以特殊教育長期追蹤資料庫101學年度就讀大學之樣本為對象，以課業協助、生活協助、工讀機會或獎助學金、電腦能力訓練、心理或生涯輔導、安排社交活動、輔具設備、無障礙設施及醫療協助等九個項目作為指標，進行潛在類型分析。結果發現學生需求類型可分為四類，實際接受服務類型扣除無支持服務者及不知資源教室服務者，可分為三類。各類型人數比例皆有差異，且類型內涵特性除多向度高支持與多向度高需求兩著較為相近外，其餘類型內涵亦不同。此外，研究亦發現不少服務支援的供給多過於需求，顯示特殊教育資源的分配與利用需要更有效率的運作，值得未來政策資源規劃時予以省思。

This article investigates the needs and support services received by students with disabilities in higher education. A sample of students enrolled in college in the 101st year of the Special Education Long-Term Tracking Database was used to conduct a potential type analysis. Nine indicators were analyzed, including academic assistance, living assistance, work-study opportunities or scholarships, computer skills training, psychological or career counseling, arranging social activities, assistive devices, accessible facilities, and medical assistance. The results showed that the types of students’ needs could be classified into four categories, and the actual types of services received could be classified into three categories. The number of students in each category varied and the connotations of each category differed, except for the two categories of multi-directional high support and multi-directional high demand, which were similar. In addition, research has also found that many services supporting special education are oversupplied compared to demand, indicating the need for more efficient allocation and utilization of special education resources. This is worthy of policy reflection in future resource planning.