多元感官能力學生的高等教育經驗及其對健康之影響：台灣北部的質性研究

Abstract

在臺灣，身心障礙學生在進入高等教育的過程中經常面臨持續性的障礙。本研究旨在探討身心障礙學生於臺灣高等教育體系中所遭遇的系統性與制度性障礙。這些障礙可能包括：校園設施的無障礙性、支援服務的可獲得性，以及社會大眾的態度等。本研究以質性方式分析這些因素如何影響學生的社會福祉與學業進展，並期望提出策略以促進更具包容性與支持性的教育環境。研究主要探討以下兩個問題： 具有感官多樣性的學生所面臨的挑戰與支持系統，如何影響其整體健康與社會福祉? 大學中的支持系統如何影響具有感官多樣性的學生之學業進展？ 為探討上述主題，本研究採取質性研究設計，並運用半結構式訪談作為主要資料收集方法。初期的資料收集階段透過社群媒體平台、各大專院校之身心障礙資源中心與學生社團發送問卷，以瞭解北臺灣具有感官多樣性的學生對參與研究的興趣。完成招募後，進入第二階段，與參與者進行每場約40至70分鐘的面對面、一對一半結構式訪談。 研究結果顯示，儘管《特殊教育法》與《身心障礙者權益保障法》的實施在支持感官障礙學生方面已有所進展，但在實現全面性包容與教育公平方面，仍存在明顯的落差。這些缺口反映出對醫療模式的過度依賴，限制了社會模式的廣泛採納。研究指出，亟需進行政策改革與制度重組，特別是在大學如何提供學生支援、課程設計與制定有關社會包容與學業進展的校級政策方面。更有力地整合社會模式對於營造一個真正公平且具包容性的高等教育環境至關重要。

In Taiwan, students with disabilities often face persistent obstacles when accessing higher education. This study explores the systemic and institutional barriers that students with disabilities encounter within Taiwan's higher education system. These barriers include challenges related to facility accessibility, availability of support services, and societal attitudes. The study qualitatively analyzes how these factors influence students' social well-being and academic progress, with the goal of identifying strategies to foster a more inclusive and supportive educational environment. The following research questions guided the study: 1. How do the challenges and support systems that students with diverse sensory abilities encounter influence their overall health and social well-being? 2. How do university support systems impact the academic progress of students with diverse sensory abilities? To explore these questions, the study adopted a qualitative design using semi-structured interviews. The recruitment process began with the distribution of a questionnaire through social media platforms, disability support centers, and student clubs across Northern Taiwan to identify interested participants. After recruitment, the research team conducted 40–70-minute face-to-face, one-on-one semi-structured interviews with 7 participants. These consisted of 5 students, 1 staff member, and 1 assistive staff typist. After conducting interviews, the responses were analyzed thematically to identify, analyze, and interpret the participants’ experiences from their perspectives. Findings suggest that while the implementation of the Special Education Act and the People with Disabilities Rights Protection Act in Taiwan has supported progress for students with sensory impairments, significant gaps remain in achieving full inclusion and equity. The analysis highlights an ongoing overreliance on the medical model of disability, which limits broader adoption of the social model. The findings also emphasize the need for policy reform and institutional restructuring, particularly in how universities provide support, organize classes, and design policies related to social inclusion and academic success. Stronger integration of the social model of disability is essential to fostering a more equitable and inclusive higher education environment allowing for positive social health and academic progression.