本研究透過社會排除的觀點探討國小弱勢學童在校受到排除的情形，為達上述研究目的，採用質性研究中的參與觀察與訪談，立意取樣選取雲林縣一所國小五年三班的弱勢學生為研究對象，並從中挑選八位在學校被列為弱勢學生為主要觀察與訪談對象，透過八位來自不同弱勢家庭類型的學童，試圖從弱勢學童的主體性來探究其實際在校生活與學習狀況。 本研究主要結論如下：一、弱勢家庭子女在生活與教育方面遭受多重排斥。二、造成弱勢家庭子女遭受社會排除的因素是多方面。三、弱勢家庭子女遭受社會排除對其個人可能產生不利影響的消極影響。 最後根據研究結果，分別對學校方面提出相關建議，以供國民小學教師及教育行政機關參考。 To investigate vulnerable children in primary school by the social exclusion theory, this study uses qualitative research method of purposive sampling, participant observation and interviews both eight disadvantaged students and their families classifies as different disadvantaged types of a classroom of a primary school in Yunlin County. The main findings of this study are as follows: 1. The vulnerable children are victims of multiple exclusions in their family life and education fields.2. There are multiple issues construct the social exclusion of vulnerable children in a family at the same time.3. The vulnerable children in a family subjected to social exclusion may have adverse effects on their individual life. Finally, base on research findings in this paper respectively, on the schools, the author give some referential suggestions for both school teachers administrative authorities in elementary schools.
