发展障碍学生家庭的需求与学校支持研究：家长和教师的视角比较

发布时间：2018-08-15 12:32

【摘要】：了解发展障碍学生的家庭需求以及特殊学校对家庭的支持情况关乎着发展障碍学生的个体发展和家庭生活质量。在总结和借鉴国内外已有研究的基础上,研究者编制了《发展障碍学生家庭需求及支持状况调查问卷》,并检验了该问卷的信效度。在此基础上,笔者利用该问卷对上海市五所特殊学校的198名发展障碍学生家长和144名教师进行了调查,并对家长和教师视角下的家庭需求和学校支持特点进行分析,探讨了特殊学校在家庭支持过程中的优势和局限,获得的主要研究结果如下:(1)编制的《发展障碍学生家庭需求及支持状况调查问卷》分为家长版和教师版。基于家长版问卷进行探索性因素分析和验证性因素分析,以家庭需求为基础萃取了五个因素,经检验,该问卷模型合理,具有理想的信度和效度。教师版问卷未进行独立的因素分析,需求维度和题项与家长版问卷保持一致。(2)家庭需求强度和学校支持程度受到学生和家庭背景因素的影响。家庭需求方面,学生障碍程度越重和家长年龄越大,家庭需求得分越高;家庭收入和家长学历越高,家庭需求得分越低。家长全职工作的家庭、父母亲共同照料孩子的家庭总体需求更低,祖父母为主要照料人的家庭和母亲单独照料孩子的家庭总体需求更高。学校支持方面,家庭收入和家长学历越高,学校支持越低。祖父母为主要照料人的家庭对经济支持和情感支持的评分较高,其中情感支持评分显著高于母亲为主要照料人的家庭。(3)家长和教师对家庭需求的认知存在显著差异。其中专业知识技能和情感需求领域,教师评分显著高于家长。但在其他需求方面,教师与家长评分无显著差异。(4)家长和教师对学校支持的评价存在显著差异。教师对学校总体支持、专业知识技能、经济支持、情感支持和社区融合方面的评分显著高于家长评分。家长和教师对喘息服务支持的评分无显著差异。(5)学校提供家庭支持的优势领域是专业知识技能和情感支持,但是在喘息服务、经济支持和社区融合支持方面存在严重不足。根据研究结果的分析和讨论,可得出以下结论:发展障碍学生家长和教师在家庭需求和学校支持上存在明显的认知差异,因此,加强家校沟通是必要的。学校支持不足以满足家庭的需求,特殊学校需要更多的社会支持。
[Abstract]:Understanding the family needs of students with developmental disabilities and the support of special schools to their families are related to the individual development and the quality of family life of the students with developmental disabilities. On the basis of summing up and drawing lessons from the existing research at home and abroad, the researcher compiled the questionnaire on the status of Family demand and support of Developmental disabled students, and tested the reliability and validity of the questionnaire. On this basis, the author used the questionnaire to investigate 198 parents and 144 teachers of development-impaired students in five special schools in Shanghai, and analyzed the family needs and school support characteristics from the perspective of parents and teachers. This paper discusses the advantages and limitations of special schools in the process of family support. The main results obtained are as follows: (1) the questionnaire on Family needs and support of Developmental disabled students is divided into two parts: parent version and teacher version. Based on the exploratory factor analysis and confirmatory factor analysis, five factors were extracted on the basis of family demand. The results showed that the questionnaire model was reasonable and had ideal reliability and validity. There was no independent factor analysis, and the demand dimension and item were consistent with the parent questionnaire. (2) the intensity of family demand and the degree of school support were influenced by the factors of students and family background. On the aspect of family demand, the higher the degree of obstacle and the age of parents, the higher the score of family demand; the higher the family income and parental education, the lower the score of family demand. In families where parents work full-time, the overall needs of families where parents take care of their children together are lower, and those where grandparents are the primary caregivers and families where the mother takes care of the child alone are higher. As for school support, the higher the family income and parents' qualifications, the lower the school support. The family with grandparents as the primary caregivers had higher scores of financial support and emotional support, and the score of emotional support was significantly higher than that of the family whose mother was the primary carer. (3) there were significant differences in the cognition of family needs between parents and teachers. In the area of professional knowledge, skills and emotional needs, teachers' scores were significantly higher than those of parents. However, there is no significant difference in other needs between teachers and parents. (4) there are significant differences in the evaluation of school support between parents and teachers. The scores of teachers' overall support, professional knowledge and skills, financial support, emotional support and community integration were significantly higher than those of parents. There was no significant difference between parents and teachers in the score of wheezing service support. (5) the dominant areas of school family support were professional knowledge, skills and emotional support, but there were serious deficiencies in wheezing service, financial support and community integration support. According to the analysis and discussion of the research results, we can draw the following conclusions: there are obvious cognitive differences between parents and teachers of development-impaired students in family needs and school support, so it is necessary to strengthen home-school communication. School support is not enough to meet the needs of families, and special schools need more social support.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G760

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