不同程度的残疾儿童适应小学融合环境之影响因素——成果取向之结构方程模型探究

发布时间：2018-06-08 01:09

本文选题：成果取向 + 早期干预　；参考：《教育学报》2015年01期

【摘要】：本研究以台湾特殊教育长期追踪数据库为数据源,探讨早期干预对不同程度的残疾儿童适应小学三年级融合环境的影响,并以儿童的语言表现及入学时适应状态为中介变项。本研究以AMOS统计软件进行验证性因素分析,而后进行多群组线性结构方程模型(SEM)验证,检定不同程度残疾儿童的模型恒等性。结果发现:(1)影响残疾儿童适应小学三年级融合环境的早期干预变量包括干预的介入面向及介入时机;(2)以成果取向的「越早进行干预效益越好」的早期干预论点只是在某些条件下才能得以实现;(3)儿童的语言表现及入学时的适应状态是影响其稳定适应小学学习的重要因素;(4)不同程度的残疾儿童在「早疗─小学融合模型」中有不同的路径可走。
[Abstract]:In this study, the long-term track database of special education in Taiwan was used as the data source to explore the influence of early intervention on the integration environment of children with disabilities in different degrees to adapt to the third grade of primary school, and the language performance of the children and their adaptation state at school as intermediate variables. In this study, the confirmatory factor analysis was carried out with the Amos statistical software, and then the multi-group linear structural equation model (SEM) was used to verify the model identity of children with different degrees of disability. The results showed that: 1) the early intervention variables affecting the adaptation of children with disabilities to the integration environment in grade 3 of primary school include intervention orientation and intervention timing. It is only under certain conditions that the language performance of children and their adaptive state at school is an important factor affecting their stable adaptation to primary school learning.) Children with disabilities of varying degrees are included in the "early treatment-Primary School Integration Model". There are different paths to follow.
【作者单位】：长庚大学早期疗育研究所;
【分类号】：G760

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