- 研究生：陳彥芃
- 論文名稱：不平常的日常：特教班融合教育的民族誌考察
- 指導教授：張恒豪
- 關鍵字：融合教育
- 論文中文摘要
因為一般學校的特教班常被隔離於校園的角落，鮮少被關注。特教班中的學生如何和一般學生互動、融合，以及其面臨的困境是值得討論的問題。本研究探討透過民族誌的觀察與訪談檢視一般學校的特教班的融合教育實施狀況。透過訪談普通班教師與學生、行政人員對特教班的看法，以了解普通班師生及行政人員，對融合教育的接納程度。
本研究指出，特教、普教、家長，對融合教育的看法並不一致:特教推動的融合教育與家長想保護孩子的心理，是對立的情況；而普教對融合教育的看法也呈現矛盾，普教老師在遵守校規方面，可以讓特教班學生保有彈性；但是對於競賽，涉及公平性與對普教生是否有正面影響，普教老師以健常人的角度，為多數學生的利益，犧牲身心障礙學生參與的機會。
再者，普教師生進行融合教育的課程時，缺乏特教教師的協助，導致在執行課程教學、引導普特人際互動，都有所阻礙。而邀請普教老師擔任特教班的任課老師，以主題式融合課程，讓特教老師可以協助普教老師的教學，且普教老師透過該領域專長，引導特教班學生學習基礎能力，特教老師也能學習以不同於特教的視角，檢視自己的教學方式，有助於特教班的融合教育。
台灣推行融合教育二十餘年，若持續以完全融合為目標，需重新審視台灣教育制度、課程結構的政策與導向，而非將融合教育視作依附於普通教育的一項指標。
- 論文英文摘要
Special education classes in general schools are often isolated from campus because they are rarely considered in policy or curriculum. However, special education students must learn how to interact and integrate with general students, so the difficulties these students face are worthy of examination. This study analyzes the implementation of inclusive education for special education classes in general schools using ethnographic methods of observation and interviews. Regular class teachers, students, and administrative staff are interviewed to determine their understanding of special education classes with respect to inclusive education and the acceptance level of special education students among regular class teachers, students, and administrators.
In addition, special education, general education, and parents have different opinions on inclusive education: The inclusive education promoted by special education often takes a view that is opposite to the parents’ desire to protect their children; general education’s view on inclusive education is also contradictory. Teachers in general education can allow special class students flexibility in the school rules, but for competition, fairness and a positive influence on general education students are also considerations. General education teachers have the ableism ideology and so may sacrifice opportunities to participate for students with disabilities.
Special education teachers can invite general teachers to their classrooms; this can help general teachers learn to teach basic skills to special needs students. In general classes, teachers often lack the assistance of special education teachers in inclusive education.
Taiwan has pursued inclusive education for more than two decades. However, if it continues to have full inclusive education as the goal, it will need to re-examine its policy and the orientation of Taiwan’s education system and curriculum structure.
