參與特殊奧林匹克能增進智能障礙者之社會能力，增進智能障礙者社會能力被視為適應生活和全面性生活品質的重點。過去的研究指出，如果能讓智障者參與一些組織像是特殊奧林匹克運動，透過遊戲運動和比賽的方式，智障者將空閒時間做有價值的運用而且用社會普遍接受的方式與他人互動，可以發展和改善社會能力並且因此而能成功的將社會能力應用於日常生活中。本研究採用質性和個案的研究方法，以特殊奧林匹克運動訓練模式的情境，透過現場錄影記錄、訪談、教室觀察等相關資料的蒐集方式，採不斷歸納演繹的方式進行資料分析，以瞭解特奧情境對輕度智能障礙兒童社會能力的影響。研究結果指出，個案在工作能力和社交能力方面有進步，在語言能力方面則無改變，但是，語言能力是學習過程中重要的工具，缺少語言也影響了個案的社交能力和工作能力上的表現。本研究發現，可提供個案的家長、教練和老師作為個案未來教育上改善社會能力的參考。

Participating in Special Olympics (SO) can improve social competence of individuals with mental retardation. Improving mental retarded individuals’ social competence is a key to integrate into many settings, in which they live, work and play. Previous studies showed that through participating in SO activities and games, individuals with mental retardation spend their free time using social acceptable way to interact with other people. This in turn helped in developing their social competence and applying to daily life successfully. This research used qualitative and case study method to investigate the effects of SO model on a mild mental retarded individual’s social competence. Qualitative research technique such as videotaping, interviews, classroom observation, and documents collection were used to collect data. All the data were analyzed using inductive content analysis yielding rich description. The findings of this research indicated that there were improvement on individual’s task and social abilities. However, the language ability showed no progress. Lack of language abilities influenced the learning, task and social abilities. The findings had implications for parents, coaches, and teachers in educating individual with mild mental retardation in the aspect of improving social competence.

第壹章　緒論
第一節　研究背景與目的………………………………………… 1
第二節　研究問題………………………………………………… 3
第三節　名詞釋義………………………………………………… 3
第四節　研究限制………………………………………………… 5
第貳章　文獻探討
第一節　社會能力………………………………………………… 6
第二節　特殊奧林匹克運動模式…………………………………22
第三節　有關特殊奧林匹克運動的相關研究……………………32
第參章　研究方法
第一節　研究架構…………………………………………………35
第二節　研究流程…………………………………………………36
第三節　研究情境…………………………………………………37
第四節 研究對象…………………………………………………43
第五節 研究程序…………………………………………………48
第六節 資料分析…………………………………………………54
第肆章　研究結果與討論
第一節　特奧輪鞋溜冰運動訓練觀察結果………………………57
第二節　社會能力進步情形綜述…………………………………61
第三節　不同情境下社會能力對照………………………………82
第四節　VABS測驗結果……………………………………………90
第伍章　結論與建議
第一節　結論………………………………………………………95
第二節　建議………………………………………………………96
參考文獻
一、中文部分………………………………………………………98
二、西文部分………………………………………………………99
附錄
附錄一 參與研究者同意書………………………………………105
附錄二 中山一號公園地理位置圖………………………………106
附錄三 特奧輪鞋溜冰運動技能訓練計畫………………………107
附錄四 參與觀察及拍攝位置圖…………………………………109
附錄五 訪談大綱…………………………………………………110
附錄六 訪談分析範例……………………………………………112
附錄七 參與觀察分析範例………………………………………115
圖表目錄
表目錄
表2-1-1 社會能力之定義…………………………………………12
表2-2-1 特奧輪鞋溜冰運動培訓計畫……………………………30
表2-3-1 特殊奧運對參與者之影響與改變………………………32
表3-5-1 訪談時程表………………………………………………50
表3-5-2 修訂文蘭適應行為量表測驗項目………………………51
表3-6-1 資料蒐集對照表…………………………………………55
表4-2-1 特奧輪鞋溜冰運動訓練社會能力檢核表………………60
表4-2-2 社會效度評量……………………………………………81
表4-3-1 不同情境資料來源表……………………………………82
表4-3-2 不同情境之工作能力對照表……………………………83
表4-3-3 不同情境之社交能力對照表……………………………84
表4-3-4 不同情境之語言能力對照表……………………………85
表4-4-1 ＶＡＢＳ測驗結果進步退步情形統計表………………90
表4-4-2 ＶＡＢＳ測驗結果原始分數及衍生分數對照表………92
圖目錄
圖2-1-1 學前兒童適應之階層圖…………………………………14
圖2-1-2 社會調適之環形模式圖…………………………………15
圖2-1-3 社會能力模式圖…………………………………………16
圖2-1-4 個人能力結構與社會能力的關係………………………19
圖2-1-5 社會能力評量模式………………………………………20
圖3-1-1 研究架構圖………………………………………………35
圖3-2-1 研究流程圖………………………………………………36

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