探討特殊教育身心障礙學生為何拒（懼）學及輔導機制之因應：以新北市為例

Abstract

聯合國《兒童權利公約》(CRC) 和《身心障礙者權利公約》(CRPD) 均強調每一位兒童都應該享有平等的受教育權利。然而，對於身心障礙學生而言，有可能因生理上的不便、學習的特殊需求，在學習環境中容易遭受同儕異樣與歧視眼光，導致其面臨比一般學生更高的挑戰。學校輔導機制對於身心障礙學生拒(懼)學現象提供學生、家長和學校一個支持性的網絡，透過跨專業團隊合作與資源整合，共同解決問題，透過及早發現與及早介入，建構友善校園環境，保障每一位身心障礙學生學習與發展權益。 本論文採用質性研究方法，以焦點團體訪談方式探究特殊教育身心障礙學生拒(懼)學及學校輔導機制因應。以新北市為研究範疇，邀請學校輔導工作團隊成員：專任輔導教師、特教教師、特教行政人員及專業輔導人員（學校社工師及學校心理師）為訪談對象，蒐集與分析這些專業人員在面對身心障礙學生的拒(懼)學議題看法、輔導經驗與因應策略。以總結出身心障礙學生拒（懼）學之認定與成因、學校輔導因應機制以及現行制度上的困難與挑戰。 本研究發現，一、特殊教育身心障礙學生拒（懼）學成因的複雜性與多樣性，這與是個人、學校與家庭等多重因素共同作用的結果；二、學校輔導團隊分工合作被視為回應身心障礙學生需求的重要機制；三、教師於身心障礙學生拒(懼)學議題的理解與敏感度不足；四、校長應肩負起學校輔導團隊領航員之責，以「介入為基礎的團隊評估」（Intervention-based Team Assessment, IBTA）模式推動跨專業、跨系統合作；五、創造多元彈性的學習方式；六、學校社工師的家庭介入與推動跨系統合作均有助於身障學生拒（懼）學情況的改善；七、當前輔導推動上較大的困難為承擔初級輔導的導師角色缺位、教師與專業人員的專業知能有待加強、學校與家庭的合作關係欠佳，以及專業人員的人力流動頻繁。 本研究歸納「因應身心障礙學生拒(懼)之學校輔導團隊角色分工表與輔導介入歷程」，為降低身心障礙學生拒（懼）學情況，促進身心障礙學生在國民教育階段有良好學習及生活適應，研究者針對學校輔導介入機制以及當前教育主管單位提出以下建議： 一、加強教師辨識身心障礙學生拒（懼）學徵兆，落實轉介前介入。 二、提升教師對身心障礙學生心理議題的覺察與敏感度。 三、校長應擔起輔導與特教合作領航員之責；政府須推動輔諮中心與特教中心合作機制。 四、培養教師及專業人員對於特殊教育多樣性的包容與尊重。 五、建立生涯發展取向多元學習課程，提升身心障礙學生日後社會適應能力與潛力。

The CRC and CRPD emphasize that children are entitled equal rights to education. However, students with disabilities often face unique challenges and societal stigma or discrimination due to physical limitations or special learning needs. These factors make them more vulnerable to difficulties compared to their peers. School counseling mechanisms provide a supportive network for students, parents, and schools to address the phenomenon of school refusal. Through interdisciplinary collaboration and resource integration, these mechanisms aim to solve problems. By ensuring early detection and early intervention, a friendly campus environment can be established to safeguard the learning and development rights of every student with disabilities. This study adopts a qualitative research method through focus group interviews to investigate school refusal or school phobia among students with disabilities in special education and the corresponding school counseling mechanisms. Focusing on New Taipei City as the research field, the study collects and analyzes the perspectives, experiences, and coping strategies of professional staff in school counseling teams, including special education teachers, counseling/special education administrators, and Tier 3 professional counselors (school social workers and school counselors).The research aims to identify the causes and recognition of school refusal among students with disabilities, examine school counseling mechanisms, and explore the challenges within current systems and practices. This study yielded the following results and findings: 1. The complexity and diversity of causes behind school refusal or school phobia among students with disabilities in special education result from the interplay of personal, school, and family factors; 2. Collaborative efforts within school counseling teams are seen as critical mechanisms for addressing the needs of students with disabilities; 3. Teachers lack sufficient understanding and sensitivity regarding school refusal issues among students with disabilities; 4. Principals should take on the role of navigators for school counseling teams, promoting cross-disciplinary and inter-system collaboration using the Intervention-based Team Assessment (IBTA) model; 5. The creation of diverse and flexible learning opportunities is essential; 6. Family interventions led by school social workers and the facilitation of inter-system cooperation contribute significantly to improving school refusal or school phobia among students with disabilities; 7. Major challenges in current counseling practices include the absence of primary counseling mentors, insufficient professional knowledge and skills among teachers and specialists, weak school-family collaboration, and high turnover rates among professional staff. To reduce school refusal and improve learning and adaptation for students with disabilities during the compulsory education stage, the study synthesizes and outlines a "Role Distribution Table and Intervention Processes for School Counseling Teams Addressing School Refusal in Students with Disabilities," aiming to provide practical guidance for fostering better school and life adaptation among students with disabilities. The study further proposes the following recommendations for school counseling mechanisms and educational authorities: 1.To strengthen teachers’ ability to identify early signs of school refusal and emphasize pre-referral interventions. 2.To enhance teachers’ awareness and sensitivity, providing training on psychological issues affecting students with disabilities. 3.To empower principals. Principals should lead collaborative efforts between counseling and special education teams. Authorities should facilitate partnerships between counseling and special education resource centers. 4.To promote diversity and inclusion, training teachers and professionals to embrace diversity and respect the uniqueness of special education needs. 5.To develop career-oriented and diverse learning programs, which equip students with disabilities with skills and potential for future social adaptation and contribution.