關於特殊教育的研究方向，目前大多是由融合班中同儕態度和障礙學生學習適應來分 析障礙學生的融合情形，較缺乏探討如何積極促進融合教育品質的可行方式。有鑑於此， 本研究將賦權（empowerment）的觀念引進特殊教育的研究中，目的是藉由對障礙學生的 賦權行為，引發其自發性學習，而使其在融合過程中更加順利。由於目前國內尚無對於身 心障礙者賦權的相關研究，因此本研究以肢體障礙學生的賦權為研究主題，探討一般專科 學生對肢體障礙同儕的賦權程度，以了解一般專科學生之個人變項與賦權向度間的關係， 並描述一般專科學生對肢體障礙同儕賦權的實際情形，從中找出影響一般專科學生賦權程 度的因素。經過賦權學理和相關文獻的探討後，自編研究工具「專科學生與肢體障礙同儕 互動問卷」和「肢體障礙學生賦權之訪談題綱」，並藉此問卷對一般專科學生進行調查，問 卷回收率為 88.8%，有效樣本為 1000 份。同時也根據訪談題綱來對一般專科學生共 6 位進 行個別訪談。根據量性的問卷調查結果和質性的個別訪談資料分析發現，一般專科學生與 肢體障礙者的接觸程度會影響對肢體障礙同儕賦權的程度。研究結果除了可供肢體障礙學 生本身、教師、學校行政單提昇肢體障礙學生賦權方面的方向，也可作為未來相關研究的 參考。

Most studies of inclusion in special education were focus on the peer attitudes towards disabled students and the adaptive status of disabled students’ learning, but not on the positive way of improving the quality of inclusion. Therefore, this study were using the idea of empowerment in order to improve the participation of disabled students at school by empowering disabled students to facilitate the automatic learning. The purpose of this study were to investigate the status of empowerment in students with physical disabilities by junior college students; and to discover the relationship between personal variables of regular junior college students and empowerment of regular junior college students with physical disabilities; then to discover the relations between each other; and to find out the factors that influenced the status of empowerment in junior college students of physical disabilities. By investigating theoretical base of empowerment and related studies, the researcher designed questionnaires and interview questions to understand the real situation of empowerment for junior college students with physical disabilities. Then, according to the results of questionnaires and interviews, the status of empowerment for junior college students with physical disabilities was influenced by the experiences of contacting to persons with physical disabilities. Finally, the conclusion and suggestion of this study were made for junior college students with physical disabilities, teachers, schools and further studies.

肢體障礙學生 ； 賦權 ； 動機 ； 能力表現

 junior college students with physical disabilities ; empowerment ; motivation ; competence performance