Abstract
<p style="margin-right:32px; margin-left:32px; text-align:justify; text-indent:24.0pt"><span style="font-size:12pt"><span style="text-justify:inter-ideograph"><span style="punctuation-wrap:simple"><span style="font-family:"Times New Roman",serif"><span style="font-family:"新細明體",serif">身心障礙學生自我概念低且影響其學校適應，研究文獻指出提供適切的學習楷模能幫助身心障礙學生學習正向行為與態度繼而改變自身情形。因應前述原由，本研究邀請三十位</span>2013<span style="font-family:"新細明體",serif">至</span>2019<span style="font-family:"新細明體",serif">年各學習階段之總統教育獎得主之身心障礙學生進行半結構式訪談，目的為探究總統教育獎得主之身心障礙學生之成功因素。將訪談資料進行內容分析，得出總統教育獎得主之身心障礙學生個人與環境相關成功因素，研究結果分述如下：</span></span></span></span></span></p><p style="margin-right:32px; margin-left:32px; text-align:justify"><span style="font-size:12pt"><span style="text-justify:inter-ideograph"><span style="font-family:"Times New Roman",serif"><b><span style="font-family:"新細明體",serif">一、總統教育獎得主之身心障礙學生個人成功因素</span></b></span></span></span></p><p style="margin-right:32px; margin-left:64px; text-align:justify; text-indent:-24.0pt"><span style="font-size:12pt"><span style="text-justify:inter-ideograph"><span style="font-family:"Times New Roman",serif">(<span style="font-family:"新細明體",serif">一</span>) <span style="font-family:"新細明體",serif">人格特質多為正向樂觀、獨立自主，以正向沉穩的態度面對障礙限制與困境，並能把握機會學習，運用科技媒體探索多元領域拓展興趣，且具感恩的心，期許回饋社會。</span></span></span></span></p><p style="margin-right:32px; margin-left:64px; text-align:justify; text-indent:-24.0pt"><span style="font-size:12pt"><span style="text-justify:inter-ideograph"><span style="font-family:"Times New Roman",serif">(<span style="font-family:"新細明體",serif">二</span>) <span style="font-family:"新細明體",serif">自我概念為認為自己與常人一樣，可以透過適應策略消弭障礙的影響，一樣能熱愛生命、成長學習。</span></span></span></span></p><p style="margin-right:32px; margin-left:64px; text-align:justify; text-indent:-24.0pt"><span style="font-size:12pt"><span style="text-justify:inter-ideograph"><span style="font-family:"Times New Roman",serif">(<span style="font-family:"新細明體",serif">三</span>) <span style="font-family:"新細明體",serif">學習動機高，希望自己在優勢能力領域有所成就或突破、補強弱勢能力，重要他人的支持鼓勵，使其有信心追求夢想不輕易放棄。</span></span></span></span></p><p style="margin-right:32px; margin-left:64px; text-align:justify; text-indent:-24.0pt"><span style="font-size:12pt"><span style="text-justify:inter-ideograph"><span style="font-family:"Times New Roman",serif">(<span style="font-family:"新細明體",serif">四</span>) <span style="font-family:"新細明體",serif">自我接納態度良好，願意接納自我與障礙和平相處，心理方面的調適策略為正向思考與重要他人的支持陪伴。</span></span></span></span></p><p style="margin-right:32px; margin-left:64px; text-align:justify; text-indent:-24.0pt"><span style="font-size:12pt"><span style="text-justify:inter-ideograph"><span style="font-family:"Times New Roman",serif">(<span style="font-family:"新細明體",serif">五</span>) <span style="font-family:"新細明體",serif">能以不同的適應策略，消弭限制突破困境。</span></span></span></span></p><p style="margin-right:32px; margin-left:32px; text-align:justify"><span style="font-size:12pt"><span style="text-justify:inter-ideograph"><span style="punctuation-wrap:simple"><span style="font-family:"Times New Roman",serif"><b><span style="font-family:"新細明體",serif">二、總統教育獎得主之身心障礙學生環境相關成功因素</span></b></span></span></span></span></p><p style="margin-right:32px; margin-left:64px; text-align:justify; text-indent:-24.0pt"><span style="font-size:12pt"><span style="text-justify:inter-ideograph"><span style="punctuation-wrap:simple"><span style="font-family:"Times New Roman",serif">(<span style="font-family:"新細明體",serif">一</span>) <span style="font-family:"新細明體",serif">重要他人有父母</span>/<span style="font-family:"新細明體",serif">祖父母、手足、教師、同儕與輔導員、醫生。</span></span></span></span></span></p><p style="margin-right:32px; margin-left:64px; text-align:justify; text-indent:-24.0pt"><span style="font-size:12pt"><span style="text-justify:inter-ideograph"><span style="punctuation-wrap:simple"><span style="font-family:"Times New Roman",serif">(<span style="font-family:"新細明體",serif">二</span>) <span style="font-family:"新細明體",serif">父母之教養態度多為支持鼓勵、民主原則，教養策略為培養孩子獨立自主能力與鼓勵孩子體驗各種事物，並積極為孩子爭取資源，引導孩子正向思考以及教導孩子適應策略。</span></span></span></span></span></p><p style="margin-right:32px; margin-left:64px; text-align:justify; text-indent:-24.0pt"><span style="font-size:12pt"><span style="text-justify:inter-ideograph"><span style="punctuation-wrap:simple"><span style="font-family:"Times New Roman",serif">(<span style="font-family:"新細明體",serif">三</span>) <span style="font-family:"新細明體",serif">教師態度多為支持鼓勵，課業學習方面基本採一視同仁的態度，針對個別特殊需求作部分彈性調整。同儕之態度多為良好，同儕經理解而願意包容，班級氛圍和諧。</span></span></span></span></span></p><p style="margin-right:32px; margin-left:64px; text-align:justify; text-indent:-24.0pt"><span style="font-size:12pt"><span style="text-justify:inter-ideograph"><span style="punctuation-wrap:simple"><span style="font-family:"Times New Roman",serif">(<span style="font-family:"新細明體",serif">四</span>) <span style="font-family:"新細明體",serif">學校環境多為接納支持，協助申請輔具、課程等相關資源，注重</span>IEP<span style="font-family:"新細明體",serif">會議，與老師、家長、學生共同合作營造無障礙學習環境。</span></span></span></span></span></p><p style="margin-right:32px; margin-left:32px; text-align:justify; text-indent:24.0pt"><span style="font-size:12pt"><span style="text-justify:inter-ideograph"><span style="punctuation-wrap:simple"><span style="font-family:"Times New Roman",serif"><span style="font-family:"新細明體",serif">最後依據研究結果，對身心障礙學生、教育環境及未來研究分別提出相關建議。</span></span></span></span></span></p>