学习障碍学生的小学至中学过渡：新冠疫情前后的比较研究

摘要

本研究考察学习障碍（LD）学生从小学过渡到中学时所面临的过渡挑战，聚焦情绪、行为与社会性三个方面。研究以 168 名特殊教育教师为样本，使用《长处与困难问卷》希腊版（SDQ-Hel）测量新冠疫情前后学生的情绪症状、品行问题、多动/注意力不集中、同伴关系困难与亲社会行为。包括 t 检验与重复测量方差分析在内的统计分析显示，疫情后学生的情绪与行为挑战显著上升。效应量分析表明若干关键领域受到中等至较强的影响，其中情绪症状与多动/注意力不集中的变化尤为明显。研究结果表明，有必要开展针对性的干预，例如面向教师的情绪调节策略培训与结构化的过渡衔接方案。对教育工作者与政策制定者的启示包括：推行融合教育实践，并建立专门的过渡支持结构，以缓解上述挑战、提升 LD 学生的整体福祉。

Abstract

This study examines the transition challenges faced by students with learning disabilities (LD) from primary to secondary school, focusing on emotional, behavioral, and social aspects. Using a sample of 168 special education teachers, the study employs the Strengths and Difficulties Questionnaire (SDQ-Hel) to assess emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship difficulties, and prosocial behavior before and after the COVID-19 pandemic. Statistical analyses, including t-tests and repeated measures ANOVA, reveal significant increases in emotional and behavioral challenges post-pandemic. Effect sizes indicate moderate to strong impacts in key areas, with emotional symptoms and hyperactivity/inattention exhibiting notable changes. The findings highlight the necessity for targeted interventions, such as teacher training on emotional regulation strategies and structured transition programs. Implications for educators and policymakers include the implementation of inclusive practices and specialized transition support structures to mitigate these challenges and enhance the overall well-being of students with LD.