第五章 討論與建議
第三節 建議
根據上述結論，本研究提出以下建議，以供學生、家長、學校，以 及未來研究之參考。
一、 對教育實務的建議
本研究最重要的目的是想了解那些學校變項，能夠有助於身障 學生的學習成果，本研究結果顯示影響身障學生學習成果的學校因素 中，能夠獨立於個人家庭因素還達顯著的變項包括：公立學校、正向 的學校氣氛 (行政協調順暢、教師間合作良好、行政人員與教師互動 良好)、教師具專業能力、普特教合作，以及提供學生補救教學。
其中，除了學校公私立的情形是學校無法努力的變項之外，學 校氣氛、普特教合作、以及提供學生補救教學，都是學校特教人員應 該推動的方向。
此外，教師具專業能力雖然無法幫助身障學生提升學業表現，
但是可能與促進普通班特教學生的學習參與有幫助。
二、 對後續研究的建議
(一) 在研究工具上
受限於本研究為一次級資料的分析研，對於一些重要概念的測 量不能詳盡調查，所以無論是在個人家庭層次，或是學校層次，都期 待未來的研究，可以透過質性的訪查，找出其它的個人、家庭層次變 項，以納入未來的問卷中。
另一方面，在學習成果依變項上，本研究使用的是問卷自陳或 是老師、家長的觀察，這些測量都會受到填答者的態度、想法以及個 人評斷的標準不同，而無法客觀的反映所欲測量的成份。如果能夠使 用標準化的評量工具，不只可以克服問卷過於主觀的問題，更可以透
過常模的對照，讓普通班及特教班身障學生的表現可以和一般的同儕 做比較。
Furney、Hasazi、 Keefe 與 Hartnett (2003)也建議障礙學生 應參加普通班的標準化測驗。教育當局應該透過標準化的測驗或評量，
追蹤所有學生的學習成果，無分一般學生或身障學生，這也是國際的 趨勢(Florian et al., 2004; McDonnell et al., 1997; Ysseldyke et al., 2000)。
國內的 TEPS 資料庫也有綜合分析能力、一般分析能力、數學分 析能力的測驗，一方面這些普通教育資料庫應該納入學生是否具特殊 教育身份的資料，另一方面，SNELS 資料庫也可以考慮對於在普通教 育受教的身障學生，納入這些既有的測驗，非常有利於身障學生學習 成果的監控，以及與普通學生的比較。
(二) 在研究方法上
本研究原本希望能夠透過階層線性模式的分析，解決探討身障 學生學習成果時，與學校教育介入變項與學生能力共變的現象，然而，
由於樣本人數的限制，導致無法進行階層線性模式的分析。
事實上，除了階層線性跨層次的分析，可能可以克服教育介入 變項與學生能力共變的問題，重覆測量一樣也可以控制學生本身能力 的差異，探討學校教育介入的效果。Hanushek、Kain 與 Rivkin (2002) 的研究就是這樣的設計，因為比較的是同一群學生前後的改變，所以，
可以控制個人背景因素對學習成果的影響，而因為所有的身障學生都 納入，所以沒有樣本配對也沒有隨機分配的問題。但是這樣的研究設 計仰賴大量的資料收集，以及超過三次以上的重覆測量，才有辦法使 得方案效果能夠從仔細控制的各種變項中分離出來。
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