近年特殊教育專家倡言的「迴歸主流」運動，掀起了一股熱潮，同時也帶動了特殊教育的進步，加深了一般人士對特殊兒童的認識。我國視覺障礙兒童混合教育計劃既在此浪潮中推展，實施迄今已屆滿十二年，就教育的理想而言，實施本計畫之目的在於希望視障兒童於正常混合的環境中，都能夠生活愉快、心理健全、知識豐富，並能夠適應正常的社會環境，但實際情形如何，甚值調查研究以明真象，因此筆者乃選擇視障兒童的生活問題，而加以探討之。

“Mainstreaming” has been emphasized by educators here and abroad. Our government, concerned about special education, has paid attention to this movement. The Taiwan Provincial Program for Integrated Visually Handicapped Children has been effectively carried out since 1966. one objective of the program is that visually handicapped children, integrated in regular classes, would have a healthy development and sound mental adjustment. But whether or not they have reached such a goal is worthy of investigation.
The main purposes of this study were as follows:
1. To compare self-concept and anxiety among certain subgroups of visually handicapped children, e.g., males and females, the blind and the partially seeing, as well as those in a residential setting and those in an integrated program.
2. To compare self-concept and anxiety of visually handicapped children and those of normal sighted children.
3. To study the relationship between self-concept of visually handicapped children and their anxiety.
With the view to carry out this study, 147 visually handicapped children were sampled. They included 82 boys and 65 girls, 71 blind and 76 partially seeing, 85 from regular classes and 62 from residential schools, while there was a control group composed of 60 normal sighted children with an equal sex ratio. The instruments used in this study were “Children’s Self Concept Scale” (CSCS) designed by Dr. Kuo Wei-fan and “Chinese Children’s Manifest Anxiety Scale”(CCMAS) revised by Dr.Yanf Kou-su, et al..The data obtained were statistically treated by t test, 2x2 ANOVA(with unequal n), Pearson Productmoment Correlation, and multiple correlation.
The main findings of the study were as follows:
1. There was no significant difference in total self-concept and anxiety between those subjects in the various demographic subgroups determined by sex, residual vision, and educational placements.
2. The total self-concept of blind girls and the integrated blind was found to be significantly different from that of the sighted group.
3. As regards the subscales of the CSCD,
(1) Physical self: the blind girls were found significantly negative as compared with the partially sighted girls, while the sighted group.
(2) Achievement self: visually handicapped boys were found significantly negative compared with the girls.
(3) Personal self: the partially seeing boys were found significantly negative compared with the normal sighted boys.
(4) Environment self: the blind were found significantly negative compared with the partially sighted.
(5) Self belief: the blind subjects were found significantly negative compared with the partially sighted and with the normal group.
4. The anxiety of residential blind children were found to be significantly lower than the normal sighted group.
5. The results from the correlations of total self-concept scores of the visually handicapped with their scores on CCMAS indicated a positive significant relationship for the group. It revealed that the more negative the self-concept of the visually handicapped, the higher their anxiety.
6. The correlation coefficient regarding scores of the physical-self of the blind with their scores on CCMAS was found significantly different from those of the partially sighted.
7. The factors that influenced self-concept and anxiety of the visually handicapped were found beyond the mentioned factors such as sex, residual vision, and educational placements.
The conclusions drawn, therefore, from the above findings were as follows:
1. Even if self-concept of the visually handicapped was found no significant difference, among subgroups, the various dimensions of self-concept of those subjects tended to have quite some interindividual difference
2. The blind children tended to have a negative self belief and low anxiety, while the partially seeing tended to have a negative personal self, achievement self, and high anxiety.
3. The subjects of residential schools tended to have a negative environment self and low anxiety, while the integrated blind tended to have a negative total self-concept, but the integrated partially seeing tended to have a positive total self-concept and good adjustment.
4. Whenever studying the self-concept and anxiety of visually handicapped children, we should pay more attention to the factors other than sex, residual vision, and educational placements.
In accordance with the above findings and conclusions, the author presents 13 suggestions, hoping that they can serve as guideline for the educational administration concerned and teachers of the visually handicapped so as to be a reference for educational planning or teaching.