第五章 結論與建議
第二節 研究限制及建議
本節將針對研究結果及討論，說明研究限制並提出相關建議。於研 究限制上，進一步分為研究對象、研究內容及過程等說明之。
一、研究限制
於研究對象上，本研究以屏東縣國民小學 3-4 年級認知功能輕微缺 損（31 位），與同齡一般之學童（32 位）為研究對象，共計 63 位，研 究結果的推論上，可能無法推論到其他教育階段、其他地區縣市、或其 他身心障礙等級及類別。
於研究內容及過程上，雖然本研究所使用的為標準化測驗工具，且 施測及給分者皆為研究者本身，然於拜瑞－布坦尼卡視覺動作統整發展 測驗之結果評分上，少部分學童所完成的測驗的抄畫圖形，於教學手冊 中找不到完全可對照之給分圖形，有部分研究對象的抄畫圖形僅能由研 究者按照教學手冊中文字敘寫的計分方式，給予主觀認定之原始分數，
此過程也可能對研究結果產生影響。
二、研究建議
針對本研究的限制與結果的應用，提出對實務工作與未來研究方向 的具體建議，以供相關人員參考。
（一）對實務工作之建議
由於特殊教育需針對學生的個別需求提供統整服務，意即需考量學
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科表現外的個別需要，以能進行特殊需求相關課程規劃、個別化教育計 畫擬定、教學活動設計等。於本研究結果中，認知功能輕微缺損學童之 視覺動作統整能力、視知覺能力、動作協調能力均明顯不如於同齡一般 學童，由於此些能力將影響學童之日常生活功能及學校活動表現，教師 及相關專業人員於對認知功能輕微缺損學童進行教學與訓練時，可藉由 此些基本能力的提升，輔助學生強化其學習能力及效益。再者，由於視 知覺能力與上肢精細動作表現間具有關聯性，在進行上肢精細動作訓練 的同時，可輔以視知覺能力之訓練，以能更進一步提升學童之精細動作 相關能力表現。
（二）對未來研究之建議
本研究對象屏東縣認知功能輕微缺損之國小階段三、四年級學童為 主，建議未來就不同教育階段進行探討，如學前階段、國中、高中
（職）階段等，以能更全面瞭解不同階段學生的視覺動作統整能力表現 狀況。此外，因研究對象僅限於認知功能輕微缺損學童，未來研究上可 就不同障礙類別、障礙等級等衍伸進行更廣泛之探究，另一方面，也可 以進行跨縣市研究，以增加研究對象數量，以有助於研究的統計分析。
於進行視覺動作統整能力施測時，由於學童的注意力、作答時間長短和 情緒反應等皆可能影響各項測驗結果，可配合研究對象之學校教師與行 政人員進行安排適當的環境與時間，減少不必要的干擾因素。
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附錄一 家長同意書 親愛的家長您好：
我是國立屏東教育大學特殊教育碩士班研究生劉家華，目前正進行 一項有關認知功能輕微缺損國小學童視覺動作統整能力的相關研究。檢 測的項目為拜瑞-布坦尼卡視覺動作統整發展測驗、電腦輔助視覺動作 評量及上肢精細動作測驗等三項能力，其目的在瞭解兒童在視覺動作統 整能力各方面間的差異性，加以統整分析。
過程中不會產生不利的影響，兒童的姓名以號碼取代，檢測所得到 的成績、攝影與照片，僅供學術研究使用，絕對不會外洩。若您有任何 疑問，我將很樂意為您說明，我的聯絡電話是：0931-******。謝謝您 的協助，感謝您的支持！
敬祝 闔 家 安 康
國立屏東教育大學特殊教育學系 特殊教育碩士班研究生
劉家華敬 上
………
我同意我的兒童參加認知功能輕微缺損國小學童視覺動作統整能力 的相關研究，並同意為觀察、記錄、及更明確瞭解兒童的行為表現情 形，其過程中所得到的成績、攝影及照片，僅供學術研究使用，絕對不 會外洩。中華民國 102 年 月 日 家長簽名：
誠摯感謝您的支持與參與
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