近年來台灣隔離式特教學校和融合教育的身心障礙學生進入大學的人數不斷上升。過去對隔離式教育與融合教育的爭辯，多引用國外的概念，很少實質檢視兩者的差異以及對進入大學的影響。因此本研究將以障礙學生的角度與實際經驗來討論不同體系產生的障礙認同如何影響身心障礙學生的大學經驗。
透過深度訪談12位曾念過特殊教育學校、機構或特殊教育班等隔離式教育肢體障礙學生，以及13位一直在融合教育中接受教育的肢體障礙學生。我們發現障礙學生們進入大學後都面臨環境障礙和學習問題。但隔離式教育的學生對自我需求較了解，而且有障礙同儕的網絡知道資源的資訊。不過隔離式教育的障礙學生因過去的學習內容較融合教育學生少，進入大學後發現跟不上學習的情況。融合教育的障礙學生努力符合不合適自己的主流標準或放棄使自己沒有完整的認同。融合教育下的障礙學生缺乏制度的支持，主要支持仍來自家庭。當沒有支持時，他們在大學生活中避面麻煩而減少活動參與。
The number of disabled students entering college continues to rise in Taiwan. The Impact of Students’ experiences in segregated or inclusive education before entering college draw many attentions. This study discusses how disabled students’ experience in different educational systems affect their identity and college life.
This study conducts in-depth interviews with 12 disabled students who have been in exclusion education including segregated schools or centralized special education classes, and with 13 disabled students in inclusive education. The finding suggests that all disabled students have faced environmental barriers and learning difficulties after entering college. Students have experiences in segregated school, have better understanding of their own needs and have more access to information of resources from the network of their disabled peers. Nevertheless, disabled students in segregated schools are less likely to keep up with academic requirement in school, because the expectations and requirements in special school are significant lower then students in regular school. Disabled students from inclusion education are more likely to make themselves to fit into the abled-body mainstream ideology and criteria. Disabled students in inclusion education receive less supports, most of their support come from their family. When there is no support, to avoid being labeled trouble, they reduce their social participation in university life. Finally, we show that no matter which system have disabled students grown-up, none of these students can enjoy the equal opportunity of learning and participating like their ablebody peers.
