| 摘要: | 本研究主要目的在瞭解智能障礙學童之休閒活動參與情形與休閒阻礙因素；並探討不同背景變項的國小特教班智能障礙學童休閒活動參與現況與休閒阻礙的差異情形。本研究採問卷調查法進行資料之收集，以臺北市公立國小設置特教班之智能障礙學童為研究對象，取得有效問卷263份。分別做描述性統計、t 檢定、單因子變異數分析、薛費事後比較、皮爾遜積差相關等統計方法進行資料分析。本研究結論如下：
一、智能障礙學童之最常參與休閒活動，前五名為「看電視」、「散步」、「逛街」、「玩玩偶、小汽車」、「跑步」；而「休閒阻礙因素」前五名為「不熟悉從事這項休閒活動的相關規則」、「孩子知覺及四肢動作協調能力不佳」、「孩子不知道進行活動的方法(如：不知道如何用電腦或玩躲避球)」、「沒有相關人員指導孩子如何進行這項休閒活動」、「家人沒有參加此項休閒活動」。
二、不同背景變項智能障礙學童在「休閒活動參與情形」之差異性分析
（一）不同「性別」之智能障礙學童，女生在「藝文性活動」與「居家性活動」的參與度顯著高於男生。
（二）不同「年齡」之智能障礙學童，在「整體休閒活動參與」有顯著差異；年齡較高者在「社交性活動」、「運動性活動」方面參與度高於年齡較低者。
（三）不同「障礙程度」之智能障礙學童，在「整體休閒活動參與」、「社交性活動」有顯著差異，但組間無差異；輕度智能障礙學童在參與「運動性活動」顯著高於極重度智能障礙學童。
（四）不同「父、母教育程度」與「父、母職業等級」之智能障礙學童，在「戶外旅遊類」有顯著差異。
三、智能障礙學童之「不同背景變項」對「休閒阻礙因素」之差異性分析
（一）不同「性別」之智能障礙學童，在「整體休閒阻礙因素」上沒有顯著差異。
（二）不同「年齡」之智能障礙學童，年齡為7-8歲在「孩子個人方面」之休閒阻礙顯著高於11-12歲。
（三）不同「障礙程度」之智能障礙學童，在「學校、社會環境方面」極重度智能障礙學童受到休閒阻礙比輕度、中度、重度之智能障礙學童為高。在「家庭方面」達顯著差異，但組間並無差異。
（四）不同「父、母教育程度」之智能障礙學童，父、母教育程度愈高的智能障礙學童在受到「家庭方面」影響之休閒阻礙因素愈低。
（五）不同「父親職業等級」之智能障礙學童，在「整體休閒活動參與」有顯著差異存在；「父、母職業等級」共同在「家庭方面」休閒參與阻礙有顯著差異。
四、智能障礙學童之「休閒活動參與」與「影響參與休閒活動之阻礙因素」呈現無顯著負相關
本研究的最後，並對教育行政機關、學校老師、家長及未來研究提出建議。
The research aims to reveal the leisure activity participation and leisure constraints of mentally retarded children; based on different background variables, it explores the difference between the current participation in leisure activities and the leisure constraints of mentally retarded children in the special classes in elementary schools. The research collects data by means of questionnaire survey. Taking mentally retarded children in the special classes in public elementary schools in Taipei as the research objects, the researcher obtains 263 valid questionnaires. Statistical methods such as the descriptive statistics, T test, one-way ANOVA, Scheffe's post hoc comparison and Pearson correlation are adopted for data analysis. And the following conclusions have been reached:
1. The top five leisure activities most frequently participated by mentally retarded children are “watching TV”, “walking”, “shopping”, “playing dolls and cars” and “running” while the top five leisure constraints are “unfamiliar with the related rules of the concerned leisure activities”, “lack of good physical coordination abilities”, “incomprehension of the know-how of the activities (e.g. don’t know how to play basketball or use the computer)”, “lack of relevant staff to teach children how to carry out the leisure activities” and “lack of family members’ participation in the leisure activities”.
2. Analysis on the difference of the “leisure activity participation” of mentally retarded children under different background variables
(1) In terms of the mentally retarded children with different “sexes”, girls’ respective participation percentage in “literary activities” and “household activities” is remarkably higher than that of the boys.
(2) In terms of the mentally retarded children at different “ages”, significant difference is revealed in the “overall leisure activity participation”; children at older ages show higher participation percentages in "social activities" and "sport activities" than those younger ages.
(3) In terms of the mentally retarded children with different “degrees of retardation”, significant difference is revealed in the "overall leisure activity participation" and "social activities", but no inter-group difference is revealed; the participation percentage of the mildly mentally retarded children in “sport activities” is much higher than that of the exceedingly ones.
(4) In terms of mentally retarded children subject to the different “parent education” and “parents' occupational hierarchies”, significant difference is revealed in the “outdoor travel category”.
3. Analysis on the difference between “different background variables” and “leisure constraints” of mentally retarded children
(1) For mentally retarded children of different “sexes”, no significant difference is revealed in the “overall leisure constraints”.
(2) For mentally retarded children at different “ages”, much more leisure constraints relating to “individual aspects” of the children aged 7 to 8 are revealed than those aged 11 to 12.
(3) For mentally retarded children with different “degrees of retardation”, the exceedingly mentally retarded children are much more likely to be influenced by leisure constraints than the mildly, moderately and severely mentally retarded children. Significant difference is revealed in the “family aspect”, but no inter-group difference is revealed.
(4) For mentally retarded children subject to different “parents' education”, mentally retarded children with higher parents' education are less likely to be influenced by the leisure constraints in the “family aspect”.
(5) For mentally retarded children subject to different “father's occupational hierarchies”, significant difference is revealed in the "overall leisure activity participation"; and “parents' occupational hierarchy” exerts significant difference to the leisure constraints in the “family aspect”.
4. No significant negative correlation between "leisure activity participation" and “leisure constraints” is revealed.
Lastly, the researcher puts forward suggestions to educational administrative organizations, teachers in schools, parents and future research. |
