第五章 結論與建議
第二節 研究限制與建議
本節將分述研究之限制與建議，並針對研究結論與限制提出一 些建議，以提供未來研究與教學之有用參考。
一、 研究限制
於研究對象上，本研究以屏東縣轉介職能需求之國小階段學生 為主，經篩選後僅以 62 位學生為研究對象，在研究結果的推論上，
無法推論至不同教育階段（國中或學前階段）；再者，由於每個縣 市的學生能力上，可能存在有不同程度的城鄉差距，研究結果也無 法過度推論到其他縣市，但能提供其他縣市教學應用之參考。
於研究流程上，雖然本研究進行視覺動作統整發展測驗之施測 者均為研究者本身，減少了不同施測者可能導致之誤差，然而在實 際施測過程中，研究者仍發現學生施測時的專注力和情緒表現可能 影響著其視覺動作統整、視知覺、動作協調之表現結果。在視覺動
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作統整能力評分上由於部分學生所呈現之圖形，於使用手冊中並無 完全相同之參考對照圖，僅能由研究者依使用手冊內文所述計分方 式給分。在學校日常生活功能之評量上，為由熟悉研究對象之教師 進行填寫，可能無法排除教師之主觀因素。另外，由於所填寫的評 量項目較多，因此教師完成填寫的過程（如分段填寫、填寫期程過 長等）也可能對所給定的得分造成影響。
二、 建議
本研究對象以屏東縣轉介職能需求之國小階段學生為主，建議 未來可以擴展探究不同教育階段、不同縣市學生之相關能力表現特 質，並就轉介不同專業團隊的學生，進一步進行系統化統整分析。
再者，可以同時收集同齡一般學生之實際表現，以能確實了解具專 業團隊服務需求之身心障礙學生亟待提升的能力特質為何
於研究流程上，在填答前應給教師詳盡說明量表內容及給分方 式，可有助教師填寫速度及給分判斷；另給予有限之評量回收時間。
於視覺動作統整能力評估上，未來可進一步運用電腦輔助工具，客 觀量化紀錄學生表現，並能有較佳之靈敏度及彈性。
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附錄一 家長同意書
親愛的家長您好：
我是屏東教育大學特殊教育研究所的研究生張永祥，也是屏東 縣身心障礙教育專業團隊的職能治療師。目前正進行一項「屏東縣 轉介職能需求國小學生之視覺動作統整能力與學校日常生活功能表 現」。本研究將以標準化量表：「拜瑞-布坦尼卡視覺動作統整發展測 驗」評量您孩子的視覺動作統整能力（手眼協調能力）的表現，所 得資訊也可作為老師教學上的參考，並輔助老師設計相關教學活 動。懇請家長同意接受包括視覺動作統整能力、視知覺能力、動作 協調能力之評估。另為了完整研究記錄與整理資料，同意研究者在 過程中予以拍照或錄影。本研究為純學術研究，並不會對您孩子的 權益造成損害，且謹守保密原則，對研究的內容保密，不在任何口 頭或書面報告中揭露您孩子的姓名及可以分辨學生身分的資料，並 以化名或匿名方式來處理研究資料與結果，在研究報告中也不會有 您孩子清晰臉部正面表情或拍照或錄影的資料呈現。謝謝您的協 助！
國立屏東教育大學特殊教育學系碩士班 指導教授：張茹茵 博士
研究生：張永祥 聯絡電話：0929xxxxxx 家長（監護人）簽章：
研究生：張永祥 聯絡電話：0929xxxxxx 家長（監護人）簽章：