為融合教育織一道網，接住特殊生也接住老師──由隱性障礙的在校處遇盤點融合教育的支持系統

Abstract

融合教育（Inclusive Education）是接納身心障礙者在普通教育環境中學習的教育型態，其目標在於對抗歧視、創造友善社區與融合社會。台灣特教政策朝融合教育的理想邁進，自民國86年以最少限制環境作為特教安置原則，於一般公立學校廣設資源班輔助身心障礙學生適應校園後，民國98年《特殊教育法》更直接主張特殊教育的推動應符合融合的精神。 特教班、資源班進駐普通教育環境的同時，政府也設法建構融合教育需要的支持措施，包括減少身心障礙學生就讀之普通班學生人數，或提供到校服務的專業人力等資源。經過二十多年的努力，學校主動發現、鑑定及安置的特殊生人數成長以外，近年有將近九成身心障礙學生被安置於普通班，僅額外接受特教方案。 然而，自閉症（Autism Spectrum Disorder, ASD）、過動症（Attention deficit and hyperkinetic disorders, ADHD）學生與教師同儕起衝突的新聞頻傳，甚至有學校、學生家長向自閉症學生施壓，要求其轉校的事件，在在指出融合教育的瓶頸。 融合教育理想與實務之間的落差為何？本篇報導以自閉症、過動症學生為例，爬梳《特殊教育統計年報》、特教法規與文獻，深度訪談二十餘位現場教師與特教學者後指出，校內普師、特師、專輔與行政人員缺乏合作，或缺乏特殊教育專業知能是導致自閉症、過動症學生在融合教育情境下進步有限，產生情緒行為問題的原因。 特教老師亟需專業支援，是報導要強調的另一項重點。縣市教育局處應提供專業人力，如台北市特殊生情緒行為問題專業支援，讓經驗豐富的專支老師入校協助，整頓校內特教團隊的運作模式、強化校內特教團隊的專業知能，使自閉症、過動症學生的情緒行為問題逐步獲得改善。 理想的融合教育是串聯普教、特教、專輔與行政的團隊協作，結合縣市教育局處專業人力的專案服務，而非計時計次的到校服務，藉此形成一道融合教育的安全網，讓身心障礙學生在具包容力的環境下得到平等的受教權與學習刺激，培養其融入常態社會的能力；同在融合教育情境中的校內師生也能因此理解如何與多元身心特質互助共好。

Inclusive education is a type of education that includes individuals with physical and mental disabilities into a regular educational environment, with the aim of combating discrimination, creating friendly communities and building an inclusive society. Since 1997, in adherence to the spirit of inclusive education, the legislation on special education in Taiwan has successively required the placement of students with physical and mental disabilities in regular classes. In the meantime, resource classes have been widely established to help students with physical and mental disabilities adapt to campus life. However, since the implementation of inclusive education, there has been a lot of news reporting conflict between students with Autism Spectrum Disorder (ASD) or Attention deficit hyperactivity disorder (ADHD) and their peers and teachers. This has indirectly reinforced the negative label of ASD and ADHD students as being “aggressive”. In addition, there have also been incidents in which schools or parents of students pressured students with ASD to transfer to another school. All these issues have indicated the bottleneck of inclusive education. What is the gap between the theory and the practice of inclusive education? Based on the cases of ASD and ADHD students, this report reviews The Annual Report of Special Education as well as regulations and literature on special education. In addition, in-depth interviews were conducted with more than twenty on-site teachers and special education scholars. On the basis of the interviews, the study pointed out that the lack of proper collaboration among regular class teachers, special education teachers, guidance counselors, and administrative staff, and the lack of professional knowledge of special education are contributing factors behind the fact that ASD and ADHD students have achieved limited progress and displayed emotional or behavior disorders in the context of inclusive education. To promote cooperation among members of the special education teams in schools and enhance special education knowledge among on-site teachers, special education teachers have to understand the ecology of regular classes in order to offer proper guidance to regular class teachers in addition to assisting ASD and ADHD students through resource classes. However, due to the large number of cases and overwhelming teaching and administrative workload, special education teachers generally have difficulty conducting classroom observations and assisting regular class teachers. Special education teachers also urgently require professional support to deal with emotional or behavior disorders among ASD and ADHD students. To address this, city and county-level education bureaus should provide professional personnel, such as professional support services for the emotional and behavioral disorders of the students with special needs in Taipei City. By introducing experienced teachers from professional support services into schools to offer assistance, the operation mode of school special education teams may be improved and their professional knowledge may be enhanced. Furthermore, the emotional and behavior disorders among ASD and ADHD students may be gradually alleviated. Ideal inclusive education entails team collaboration among personnel across general education, special education, guidance counseling and administration. Moreover, it should integrate project-based professional support services offered by city and county-level education bureaus, rather than hour/visit-based school services. Through these measures, a network for inclusive education may be constructed, allowing students with physical and mental disabilities to enjoy equal rights to education and learning incentives in an inclusive environment as well as to develop self-reliance skills for living in a normal society. In the meantime, teachers and students in the same context of inclusive education may also learn how to assist and thrive with individuals with diverse physical and mental characteristics.