[[abstract]]本研究主要目的在瞭解特殊教育學校高職部智能障礙學生家長倡議子女自我決策的態度及實際作法。本研究採調查研究法，以特殊教育學校高職部智能障礙學生家長爲研究對象，調查範圍爲北、中、南、東四區，以比例分層抽樣方式抽取276名樣本，以研究者自編的「特殊教育學校高職部智能障礙學生家長倡議子女自我決策問卷」爲研究工具進行研究，所得資料以描述性統計、標準差、t考驗、變異數分析等方法進行統計分析。本研究結論如下：(1)智能障礙學生家長對倡議子女自我決策持正向肯定的看法，其中以「心理賦權」層面的支持度最高，以「獨立自主」層面的接受度最低；(2)在不同背景因素的差異分析中，子女爲男生、子女就讀低年級、子女爲輕、中度障礙、子女數三人及以上、高社經地位、民主式教養方式、有參加社福團體及曾得知自我決策資訊的家長，對於倡議子女自我決策的態度和實際作法較爲肯定和支持，而家長居住地區及宗教信仰對家長倡議子女的情形也有顯著差異。此外，子女出生序及家庭結構對家長倡議子女自我決策的情形則沒有顯著差異。研究者並針對研究結果，對家長、學校或教育行政機關及後續研究提出相關建議。The purpose of this research was to investigate parents' attitudes toward advocating self-determination for their children with intellectual disability in senior-high special education schools. A questionnaire was developed by the researcher and 276 parents participated in this study. Data were analyzed through frequency, mean, standard deviation, t-test, and one way analysis of variance. The major findings were as follows: (1) Most of the parents had positive perceptions of advocating self-determination for their children with intellectual disability. Among the four domains of self-determination in this study, the most positive attitude that parents had is the "psychological empowerment", while the least is "autonomy." (2) In terms of children's backgrounds, variables such as gender, grade level, severity of intellectual disability and numbers of children are the influencing factors for parental attitudes advocating self-determination for their children. As for parental background, the influencing factors are social-economic status, fostering ways, religions, living regions, participation of parent's association, and familiarity of self-determination. According to the findings and conclusions, some suggestions were offered for future study.
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机译：[[abstract]]本研究主要目的在了解特殊教育学校高职部智能障碍学生家长倡议子女自我决策的态度及实际作法。本研究采调查研究法，以特殊教育学校高职部智能障碍学生家长为研究对象，调查范围为北、中、南、东四区，以比例分层抽样方式抽取276名样本，以研究者自编的「特殊教育学校高职部智能障碍学生家长倡议子女自我决策问卷」为研究工具进行研究，所得资料以描述性统计、标准差、t考验、变异数分析等方法进行统计分析。本研究结论如下：(1)智能障碍学生家长对倡议子女自我决策持正向肯定的看法，其中以「心理赋权」层面的支持度最高，以「独立自主」层面的接受度最低；(2)在不同背景因素的差异分析中，子女为男生、子女就读低年级、子女为轻、中度障碍、子女数三人及以上、高社经地位、民主式教养方式、有参加社福团体及曾得知自我决策资讯的家长，对于倡议子女自我决策的态度和实际作法较为肯定和支持，而家长居住地区及宗教信仰对家长倡议子女的情形也有显著差异。此外，子女出生序及家庭结构对家长倡议子女自我决策的情形则没有显著差异。研究者并针对研究结果，对家长、学校或教育行政机关及后续研究提出相关建议。 The purpose of this research was to investigate parents' attitudes toward advocating self-determination for their children with intellectual disability in senior-high special education schools. A questionnaire was developed by the researcher and 276 parents participated in this study. Data were analyzed through frequency , mean, standard deviation, t-test, and one way analysis of variance. The major findings were as follows: (1) Most of the parents had positive perceptions of advocating self-determination for their children with intellectual disability. Among the four domains of self-determination in this study, the most positive attitude that parents had is the "psychological empowerment", while the least is "autonomy." (2) In terms of children's backgrounds, variables such as gender, grade level, severity of intellectual disability and numbers of children are the influencing factors for parental attitudes advocating self-determination for their children. As for parental background, th e influencing factors are social-economic status, fostering ways, religions, living regions, participation of parent's association, and familiarity of self-determination. According to the findings and conclusions, some suggestions were offered for future study.
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