Young adolescents with neurodevelopmental disabilities tend to have lower levels of participation and poorer well-being compare to their typically developing peers. School is a key setting for adolescents to participate. School’s social environment is found to be influential to both participation and well-being for young adolescents. This paper investigates the relations between school’s social environment and participation, well-being of young adolescents with self-rated neurodevelopmental problems (SNP) and whether participation is associated with well-being of this population. Data of this study was retrieved from wave three of the longitudinal research programme LoRDIA. Study participants were 175 adolescents aged 14-15 years old with SNP. Linear regression was conducted to test the hypothesis. Results show that bullying is the strongest (negative) predictor to both participation and well-being for young adolescents with SNP, which means students within this group who have been bullied are more likely to have low level participation and poor well-being. Relation to teachers is also a strong positive predictor to participation of this population. Class atmosphere is less predictive compare to the other two predictors but still have moderate positive correlation with both participation and well-being. Adolescents with neurodevelopmental disabilities or problems are a vulnerable group, school’s environment is essential to their development. Experience of bullying has a profound and long-term negative effect on children’s participation and well-being. Therefore, more longitudinal data will be needed to further understand this issue. Relation to teachers brings up that the focus and attention should not only been put on students but also on fulfilling teacher’s needs, so they could provide higher quality of teacher-student relationships.

本研究主要依據建構主義理論基礎，在一般教學和學習理論基礎上建構所謂的「建構主義取向的教學方法」。為探討建構取向教學法在數學學習成效的效果，乃選取國中一年級兩個班為研究對象，進行為期兩個月的教學實驗，以進行實地的建構取向教學與傳統教學之比較，並對學生在教學前後與其間所填答的問卷或資料進行分析，本研究所採的研究工具計有：(一)數學段考考卷；(二)數學學習成就測驗；(三)國中新生數學能力測驗；(四)數學學習經驗量表；(五)學習日記表格；(六)數學學習回饋問卷。使用的資料分析方法有：(一)獨立樣本單因子共變數分析；(二)質的分析。精分析結果如下： 一、建議教學組的學生與傳統教學組的學生在數學段考成績無顯著差異存在。 二、建構教學組的學生與傳統教學組的學生在數學學習成就測驗後測得分有顯著差異存在。且建構教學組顯著優於傳統教學組。 三、建構教學組的學生與傳統教學組的學生在數學焦慮量表後測得分無顯著差異存在。 四、建構教學組的學生與傳統教學組的學生在數學動機信念量表後測得分有顯著差異存在。且建構教學組顯著優於傳統教學組。 五、建構教學組的學生與傳統教學組的學生在班級氣氛量表後測得分有顯著差異存在。且建構教學組顯著優於傳統教學組。 六、建構教學組的學生與傳統教學組的學生在民主溝通態度量表後測得分無顯著差異存在。 七、由接受建議教學法的學生的數學學習回饋問卷與學習日記上可發現多數學生對建議教學持正面肯定的態度。 本研究針對上述發現加以討論，並對數學教學、行政措施與未來研究提出若干建議以供參考。 / The experiment on math achievement of the seventh grade students - the constructvist approach