[[alternative]]School Adjustment of students with disabilities placed in regular classes in Senior High Schools

[[abstract]]The purpose of this study was to explore the current status, problems and adjustment to school life of the students with disabilities who are educated in the ordinary education settings of regular and vocational senior high schools in Taiwan. First, the researcher analyzed the current situation and problems of education for high-school disabled students through literature review. A survey based on the revised “Questionnaire of Senior High School Students’ School Adjustment” was then conducted. The effective samples comprised of 3,571 regular students and 1,240 disabled students. Through the literature review, it was concluded that: 1. Inclusive education has been applied to senior high level as a major model in Taiwan since 2001. 2. The number of students with disabilities placed in regular classes in senior high level was significantly increased in recent years under the implementation of “The Twelve-Year Educational Placement Plan for Students with Disabilities (the 12-Year EPPSD) ” . 3. The private and vocational types of senior high schools were the main places for inclusive schooling, accounting for about 60% students with disabilities at this level. 4. However, the concept of inclusive education, the teaching quality and related services are still in need of strengthening in senior high schools. Through the questionnaires survey, it was found that: 1. Students with disabilities, in general, showed better school adjustment than their regular peer classmates. 2. Students with disabilities, in general, showed less school adjustment problems than their regular peer classmates.. 3. There were significant differences among different categories of students with disabilities, the students with learning disabilities, emotional disturbance, autism and mental retardation showed poorer adjustment, in particular. 4. There were significant gender differences. In general, female students adjusted better school life than males. 5. There were significant differences among different grade students. In general, senior students adjusted better school life than juniors and sophomores. 6. There were significant differences among different ways-of-entrance. In general, students who were admitted by standardized testing or by recommendation adjusted better school life than the other. 7. There were significant differences among different types of schools. In general, disabled students in public regular high schools adjusted better school life than other types of schools. 8. Students with disabilities placed in schools with resource rooms adjusted better school life and showed better teacher-student relationships than those placed in schools without resource rooms. It is concluded that the inclusive education program, the 12-Year EPPSD, has showed significant effects in terms of students’ school adjustment. Finally, the researcher proposes twelve recommendations of improvement based on the research findings. It is hoped that inclusive education in senior high schools in Taiwan could be further strengthened.