本研究透過系統的觀點，瞭解新移民女性教養身心障礙兒的經驗，探討各個環境與新移民女性教養身心障礙兒的關係。本研究採質性研究，藉由深度訪談七位新移民女性及其身心障礙兒的導師，並透過參與觀察蒐集受訪者教養身心障礙兒的相關資料。本研究結果如下： 一、家庭系統：新移民女性教養知能較不足且缺乏家人支持與協助，對身心障礙兒發展有負向的影響。 二、親友鄰里系統：鄰里親友對新移民女性教養身心障礙兒的直接協助不多。 三、早療與學校系統：新移民女性的參與不積極，影響身心障礙兒的改善與其他表現。 最後，根據本研究結果，對市政府家庭教育中心、早期療育機構、學校及後續研究者提出建議。 From the viewpoint of the System Theory, this study investigates the new immigrant women’s experiences of nurturing their disabled children in anelementary school, and explores the relationship between new immigrant women and their diverse living environments in bringing up their disabled children. This study uses qualitative research approach including close interviews with seven mothers of disabled children, their school teachers and the writer’s participant observation. The results of this study are as follows:1. Family system: The new immigrant women lacking of parenting knowledge and family support has a negative impact on the development of their disabled children.2. Relatives and neighbor system: The new immigrant women receive less direct assistance from their relatives, friends and neighbors in parenting their disabled children. 3. Early intervention agency and school system: The new immigrant women don’t actively take part in their children’s early treatments and school activities. As a result, this makes significant impact on the improvement of their disabled children and on children’s other performances. Finally, the results of this study offer recommendations to the municipal family education centers, early intervention agencies, schools, and future research.
