本研究進行的是校園霸凌中較少探討的身障生受凌與普通生比較的研究。研究引用日常活動理論 來解釋身障生的受凌。與普通生做比較，探討身障生受凌情形與身障生受凌的因果路徑；並驗證 學生的受凌經驗、霸凌經驗對受凌的影響。本研究以桃竹地區高中職身障生為對象，以普通生為 對照組，對他們進行受凌調查，經多元迴歸分析結果如下：與普通生做比較，身障生校園受凌較 普通生高，即使控制了背景與中介變項，身障生的受凌仍較普通生高，證實了身障生受凌較高的 觀點。身障生的受凌路徑：相較於普通生，身障生對受凌有直接正向影響外，還會間接透過部份 的家庭、學校、身心等中介因素，對受凌產生影響。同時也證明了，不論身障生還是普通生其受 凌經驗、霸凌經驗對受凌都有正向影響；即是不論是受凌經驗或霸凌經驗都會升高學生被霸凌的 機會。最後依據研究結果提出身障生受凌防制的具體建議。

This study undertakes a comparative analysis of the victim experiences among senior-high-school and vocational-highschool students with disabilities as compared to their ordinary counterparts, a topic relatively underexplored within the domain of school bullying research. Given the heightened prevalence of school bullying during adolescence and the predominant focus of existing studies on primary and secondary school students, there exists a paucity of research pertaining to senior-high-school and vocational-high-school students, particularly those with disabilities. The advent of integrated education, aimed at fostering the inclusion of students with disabilities within mainstream educational settings, underscores the significance of understanding the victimization dynamics specific to this demographic. Despite international studies highlighting the elevated incidence of victim experience among students with disabilities, empirical research within Taiwan remains scant, predominantly comprising qualitative interviews or simplistic statistical analyses that lack methodological rigor. Therefore, this study aims to address this gap by conducting a comparative analysis of the victim experiences among senior-high-school and vocational-high-school students with disabilities and their ordinary peers. By elucidating the pathways through which victim experience occurs among students with disabilities, this study seeks to provide insights into the unique challenges faced by this demographic and inform targeted intervention strategies aimed at fostering safer and more inclusive educational environments. This study uses Cohen and Felson's (1979) routine activity theory as the theoretical basis for the victimization of school bullying in students with disabilities. The theory of daily activities points out that the crime rate varies due to the aggregation of a specific person, a specific object, and a specific time and space. The theory holds that the reason why a crime occurs is that a specific perpetrator who wants to commit a crime and has the ability to commit a crime finds a suitable specific object under the conditions of visibility, accessibility, value, defensiveness, etc., and in the absence of the inhibitor who deters the occurrence of crime, the three elements converge to produce a criminal behavior. Students with disabilities have low frustration tolerance, low academic performance, poor social skills, and little interpersonal interaction. They may lose control when they are frustrated, which leads them annoying in school. Furthermore, they are despised by their peers due to low academic performance, disliked by their peers due to poor communication skills, and have no friends due to lack of social interaction. It is very much in line with the specific victim of the occurrence of crime in the theory of daily activities. Examining the past literature, there has been limited comparative research on school bullying experiences between disabled

身障生、普通生、受凌、受凌經驗、霸凌經驗

disabled students, students, victim, victim experience, bullying experience