台灣學前融合教育政策與實踐—以台北縣市國小附幼為例

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Title:	台灣學前融合教育政策與實踐—以台北縣市國小附幼為例
Other Titles:	Preschool Inclusive Education Policy and Implementation in Taiwan--Example of Kindergarten Affiliated with Elementary School in Taipei County
Authors:	劉嘉樺 Liu, Chia-Hua
Contributors:	教育社會學研究所周平 Ping Chou
Keywords:	零拒絕;非預期結果;構動理論;學前融合教育;完全融合;多元安置 Zero Rejection;the Theory of Structuration;unintended results;complete inclusion;preschool inclusive education;diverse settlement
Date:	2004
Issue Date:	2015-06-17 14:34:19 (UTC+8)
Abstract:	本研究的題目為：台灣學前融合教育的政策與實踐—以台北縣、市國小附幼為例，本研究是使用紀登斯構動理論來探討結構與行動之間的關係，透過行動者的觀點，探討融合教育政策施行後的預期結果與非預期結果，在實施學前融合教育的過程中透過行動者的反思，讓融合教育政策更能因應行動者的相關需求。研究對象為：學者、教師和幼兒，從角色定位、互動關係、現場實踐（能動性與侷限性）、反省性監控等面向，探究學前融合教育政策的落實程度為何？以及行動者面對結構所產生的助力與阻力為何？　　　　研究結果發現：（一）社會結構對行動者產生助力為：首先是就社會結構本身而言：政策必須透過政府的積極推動與施行，學前融合教育理念才能具體落實；再者是就學者而言：近幾年政府開始積極關注，讓學前融合教育的推動過程能更加順利；第三部分是就教師而言：教師有更多機會接觸特殊幼兒、與特教老師進行協同教學以及實施更為精緻化的教學；對特殊幼兒而言：透過增加規則與資源的方式，更能關注特殊幼兒的學習權益。（二）社會結構對行動者產生的阻力為：第一點是「零拒絕」的理念無法確切落實以及現行政策對「完全融合教育」的定義不明，導致各個園所產生無所依從的窘境；第二點是分析特教經費的使用情形：特教經費不足、盲人圖書館、教材教具和輔助設施不足等情形，無法因應身心障礙族群的需求；第三點是：對政策本身而言，目前教育局與社會局對於障礙類別區分的標準不一，造成社會福利無法順利輸送。第四點是就教育現場而言：私立撽狻萓炫S殊幼兒，政府每學期僅補助五千元，造成國內公私立園所學前融合教育的發展步調不一致。第五點是就特殊幼兒而言：「零拒絕」、「完全融合」的理念與「多元安置」的理念有所抵觸，我國目前的教育政策仍未研擬有關「教育安置」議題的確切規定，礙於「不當的教育鑑定」、「畢馬龍效應」和「被標籤化」等問題，常會忽略了特幼生的學習權益。　　　本研究主張：融合教育政策應以身心障礙族群的權益為出發，統整教育與社政單位的障礙分類方式、加強培育特教鑑定老師、社會大眾需摒除既有偏見、學會包容與關懷身心障礙族群，國家需落實融合教育理念，走入社會大眾的生活脈絡之中，進而真正關懷身心障礙族群，創造無礙的生活空間。　　The topic of this paper is Preschool Inclusive Education Policy and Implementation in Taiwan – Example of Kindergarten Affiliated with Elementary School in Taipei County. This study used Giddens’s the Theory of Structuration to discuss the relationship between structure and action. It probed into the intended and unintended consequences of the implementation of inclusive education, and the reflexive monitoring of the actions in the process, and incorporated inclusive education policies into implementation.　　　The subjects included scholars, teachers, and children on aspects of role positioning, interactive relationship, field practice (capability and limitation), and reflexive monitoring of the actions, in order to probe into the level of implementation for preschool inclusive education policies, and the enabling and constraints faced by implementers in the structure.　　　The results were as follows:　1) The aid generated by the social structure on the implementers: (1) The social structure: The policies require active promotion and implementation by the government in order to realize the concept of preschool inclusive education. (2) The scholars: The government has begun to pay attention to the implementation of preschool inclusive education. (3) The teachers: The teachers are able to come in contact with more exceptional children, and cooperate with special education teachers on coordinated teaching and refined instruction. (4) special children: The additional regulations and resources can generate more concern over the learning rights of those children.2) The obstruction generated by the social structure on the implementers: (1) The concept of “Zero Rejection” is unable to be realized, and the existing policies has unclear definition on “complete inclusive education”. (2) The allocation of special education budget: The shortage of special education budget, library for visually disabled, instructional materials, supplementary facility has resulted in inability to meet the needs of physically disadvantaged group. (3) Due to difference in definition of disability held by the Education Bureau and Social Welfare Bureau, the social welfare is unable to be delivered successfully. (4) Since the government only provides NT$5000 of subsidy per semester to kindergartens and preschools that enrolls exception children. The insufficient subsidy has resulted in the gap of preschool inclusive education implementation in public and private kindergartens and preschools. (5) To special children, the concepts of “Zero Rejection” and “complete inclusion” conflict with “diverse settlement”. The existing educational policies have not set clear definition of “educational settlement”, thus, the learning rights of those children may be ignored due to problems such as “improper educational assessment”, “Pygmalion effect”, and “stereotype”. 　　　This study suggests that inclusive education policies should be based on the rights of the disabled, and means of integrated education, clarification of definition on disability, improved training on special education assessment teachers, correction of public prejudice, promotion of inclusion and care for disabled can help to realize the concept of inclusive education, care for disabled, and create environment with no barrier.
Appears in Collections:	[Department of Applied Sociology, The M.A. Program of Sociology] Disserations and Theses(M.A. Program in Sociology of Education)

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