• 研究生：翁柏軒
• 論文名稱：要不要送特殊教育鑑定？：學習障礙標籤的隱蔽與協商
• 指導教授：張恒豪
• 關鍵字：學習障礙、特殊教育鑑定、標籤
• 論文中文摘要

在學校體系中，學習障礙學生必須透過特殊教育的評估與鑑定來取得教育資源。但鑑定後的身份同時也代表著自己與其他同儕有所不同，因此是否接受鑑定便成了難以選擇的難題。

本研究的研究對象為就讀於桃園市兩間公立國中的九名學習障礙學生，研究者透過深度訪談法，欲了解學習障礙學生在學校環境中的生活經驗、學習障礙標籤對學生的影響，以及經過特殊教育鑑定之後學障學生認同的改變。

研究發現，學習障礙學生無論是在鑑定前或鑑定後，都會在學習上感受到困擾，鑑定後能夠接受特殊教育資源，對多數的學習障礙學生來說是有正面助益的。根據九位受訪者回應的資料，絕大部分的受訪者並不清楚鑑定流程，甚至不知道自己的障礙身份，障礙標籤的隱蔽性高，進而使得學障學生難以發展出正向的自我認同。

本研究建議學校端在進行鑑定前後，都應提供學障學生充足的說明，幫助其了解鑑定流程、目的，以及通過鑑定的障礙類別及障礙特質。除此之外，也可替學障學生安排同儕支持性團體，增進學生的自我了解。另外，為使整個環境意識提升，學校可透過輔導活動課、或舉辦特教知能宣導，來促進學校中的教師及學生能積極看待學障學生，也可以針對家長辦理小團體，以利家長彼此交流。

• 論文英文摘要

In the Taiwanese school system, students with learning disabilities (LDs) should undergo a special education assessment and acquire a special education identification to obtain support in school. However, the identification also implies these students are different from their peers. As a result, whether to receive the identification of LD has become a dilemma.

This study examines the experiences of students with LDs and how they perceive and negotiate with LD identifications. The participants of this study are nine students with LDs from two public junior high schools in Taoyuan City. Through in-depth interviews, the study found that students with LDs experience difficulties in learning both before and after obtaining the identification. Further, most of the students with LDs consider the existing special education resources to be beneficial. However, majority of the interviewees do not understand the identification process. Some of them do not know even their own disability status since the LD label is mostly hidden and not completely interpreted in school.

This study suggests that schools should provide students with LDs sufficient information about identification, so that the students can understand the identification’s purpose and recognize their LDs. Furthermore, to promote the awareness of disabilities in the environment, schools can urge teachers and students to view students with disabilities more positively by means of the counseling activity curriculum or special education promotion activities. In addition, they should encourage parents to participate in small group counseling at schools to facilitate interactions among parents.