從融合逆走回隔離－一位視覺障礙學生的學校生活經驗

From Inclusion to Separation: The School Life of a Visually Impaired Student

10.6172/BSE200903.3401002

羅丰苓(Fang-Ling Lo)

融合教育 ； 視覺障礙學生 ； 特殊學校 ； visually impaired students ； inclusive education ； separate education ； quantification and unity models ； mainstream standards ； marginalization

特殊教育研究學刊

34卷1期（2009 / 03 / 01）

23 - 46

繁體中文

本研究以質性研究法，深入探討一位視覺障礙學生從排名前二志願學校的普通班級的教育環境，轉學到特殊學校就讀的求學歷程，藉以了解學生從「融合」的教育環境下，轉到「隔離」的特殊學校所歷經的學習經驗及學校生活的情形。研究獲得數項發現如下：一、當學生就讀於普通學校，其自我概念、同儕地位、校園活動能力及社會參與度等各方面顯得低落；然當學生轉到特殊學校就讀，各面向的能力反而提昇。二、無論是在普通學校或是特殊學校，學生都是屬於「主流的邊緣人」。學校體系皆本著「大量化」、「一致性」的教育服務模式，要求學生達到即定「主流」的標準。三、當學生就讀於普通學校時，校園活動範圍大多限於自己的班級，其亦可視為「隔離」在某一個班級內；然當其轉安置到特殊學校時，其校園活動範圍不限於班級，擴及全校。這樣的情形實可對現今多以學校為單位，並以身心障礙學生人數多寡區分出「隔離」與「融合」教育環境的省思。四、學生從普通學校轉安置到特殊學校的過程，在熟人關係（如：同學）的發展，趨於盡可能的與障礙者在一起；反之，在生人關係（如：賣場人員）的發展，則是樂於參與社會活動，趨於融合於社會活動。

Based on qualitative research methods, this study investigates the course of schooling of a visually impaired student who was transferred from the general academic program of a second-choice vocational high school to a school for special education. The study aims at understanding the impact on the student of making this change from an environment of ”inclusive education” (the vocational high school) to one of ”separation” or ”separate education.” In particular the researcher analyzed: (1) The impact of this particular change in learning environment on the student's self concept, peer status and social engagement; (2) the different impacts, due to different systems, of signal functions on the student; (3) the models of ”quantification” and ”unity” used by schools to judge whether students meet certain ”mainstream” standards; (4) the ladder framework used to classify educational environments as ”separation”-based or ”inclusion”-based. The study found that (1) Physically challenged students are perceived as an ”marginal people” once outside the mainstream, whether they are in general schools or in special schools; and (2) classification via the above models analyzes the school as a whole yet ignores many qualities of a student as an individual and as seen in peer interactions.

1. Ackerman, P.,Heggestad, E.(1997).Intelligence, personality and interests: Evidence for overlapping traits.Psychological Bulletin,121,219-245.
2. Albury, R. J.(1991).University Microform International No. AAT9215173University Microform International No. AAT9215173,未出版
3. Arnold, K.(1995).Lives of promise: What becomes of high school valedictorians.San Francisco:Jossey-Bass.
4. Barbara, A. S.(2002).The personal characteristics and environmental circumstances of successful women musicians.Creativity Research Journal,14(1),85-92.
5. Betz, N. E.,W. B. Walsh(Eds.),S. H. Osipow (Eds.)(1994).Career counseling for women.Hillsdale, NJ:Lawrence.
6. Bizzari, J. C.(1997).University Microform International No. AAT9727909University Microform International No. AAT9727909,未出版
7. Emmett, J. D.,Minor, C. W.(1993).Career decision-making factors in gifted young adults.Career Development Quarterly,41,350-367.
8. Fitzgerald, L. E.,Betz, N. E.,W. B. Walsh(Eds.),S. H. Osipow (Eds.)(1983).Handbook of vocational psychology.Hillsdale, NJ:Lawrence.
9. Gilligan, C.(1982).In a different voice: Psychological theory and women's development.Cambridge, MA:Harvard University Press.
10. Gordon, K.(1998).Resilience from poverty and stress.Human Development and Family Bulletin,4(1),7-26.
11. Hoffman, L.(1977).Fear of success in 1965 and 1974: A follow up study.Journal of Consulting and Clinical Psychology,45,310-321.
12. Horner, M.(1972).Toward an understanding of achievement related conflicts in women.Journal of Social Issues,28,157-176.
13. Hornor, M.,J. M. Bardwick (Ed.)(1972).Readings on the psychology of women.New York:Harper & Row.
14. Hyde, J. S.(1985).Half the human experience: The psychology of women.Lexington, MA:Heath.
15. Kaslow, F. W.,Schwartz, L. L.(1978).Self perceptions of the attractive, successful female professional.Intellect,106,313-315.
16. Kerr, B. A.(1985).Smart girls gifted women.Columbus, OH:Ohio Psychology.
17. Lambie, R. A.,Leone, S.,Martin, C. K.(1998).Fostering resilience in childern and youth.Counseling and Human Development,30(8),1-18.
18. Mayer, J.,Caruso, D.,Zigler, E.,Dreyden, J.(1989).Intelligence and intelligence-related personality traits.Intelligence,13,119-133.
19. Rak, C. F.,Patterson, L. E.(1996).Promoting resilience in at-risk children.Journal of Counseling & Development,74,368-373.
20. Reis, S.(1991).The need for clarification in research designed to examine gender differences in achievement and accomplishment.Roeper Review,13,193-198.
21. Reis, S. M.(2002).Internal barriers, personal issues, and decisions faced by gifted and talented females.Gifted Child Today,25(1),14-28.
22. Reis, S. M.(1998).Work left undone: Compromises and challenges of talented females.Mansfield Center, CT:Creative Learning Press.
23. Rhee, S. B.(1993).University Microform International No. AAT 9324991University Microform International No. AAT 9324991,未出版
24. Sales, E.,I. H. Frieze (Eds.)(1978).Women and sex roles: A social psychological perspective.New York:North.
25. Staines, G.,Tavris, C.,Jayaratne, C.(1974).The queen bee syndrome.Psychology Today,7,55-60.
26. Sternberg, R. J.,Ruzgis, P.(1994).Personality and intelligence.Cambridge:Cambridge University Press.
27. Storr, A.(1988).Solitude: A return to the self.New York:Free Press.
28. Subotnik, R. F.,Arnold, K. D.,Noble, K. D.(1995).Gifted is as gifted does but what does gifted do?.Roeper Review,18(1),4-5.
29. Terman, L. M.,Oden, M. H.(1947).The gifted child group up Vol. IV: Twenty-five years' follow-up of a superior group.Standford, California:Standford University Press.
30. Tong, J.,Yewchuk(1996).Self concept and sex-role orientation in gifted high school students.Gifted Child Quarterly,40(1),15-23.
31. Wallace, T.,Wahlberg, H.(1995).Girls who became famous literalists of the imagination.Roper Review,13(3),24-27.
32. 吳淑敏(2004)。國立臺灣師範大學特殊教育學系博士論文（未出版）。
33. 吳淑敏譯、蘇芳柳譯(2000)。超越障礙：女性資優追蹤研究。資優教育季刊，75，14-18。
34. 林寶貴、郭靜姿、吳淑敏、廖永堃(1998)。高中語文資優生進入大學後之追蹤研究。特殊教育研究學刊，16，401-426。
35. 洪懿妍譯(2006)。名人畢業演說－歐普拉：五件事，讓我的人生旅程變得更精彩。天下雜誌海闊天空教育特刊十週年，360，132-134。
36. 莊佩珍(1994)。國立彰化師範大學特殊教育學系碩士論文（未出版）。
37. 郭靜姿、林美和(2003)。女性資優在那裏。資優教育季刊，89，1-17。
38. 郭靜姿、林美和、胡寶玉(2003)。高中資優班畢業女性之角色刻板知覺、生涯阻礙因素與潛能發揮自評。資優教育研究，3(2)，1-36。
39. 郭靜姿、國立臺灣師範大學特殊教育中心編印(2003)。從資優生情意特質研究談情意輔導需求。情意思考教學研討會手冊，台北:
40. 黃蕙君、淡江大學諮商輔導組編印、通識與核心課程中心編印(2005)。資優女性的創造力與生涯發展。淡江大學生涯諮商與家庭、文化議題研討會手冊，台北:
41. 楊國樞、陳雪屏編(1970)。雲五社會科學大辭典：心理學。台北:臺灣商務印書館。
42. 葛樹人(1991)。心理測驗學。台北:桂冠。
43. 鄭如吟(2003)。國立臺灣師範大學特殊教育學系在職進修碩士學位班碩士論文（未出版）。
44. 簡維君(2006)。國立臺灣師範大學特殊教育學系博士論文（未出版）。

1. 曹祐榮,洪儷瑜,何佩容(2023)。臺灣融合教育發展之跨國比較研究：以輸入－歷程－成果指標模型為例。特殊教育研究學刊，48(2)，1-35。
2. 陳又菁、林純真(2017)。就讀普通學校還是特教學校？一位國中視覺障礙學生的轉安置探討。特教論壇，22，48-61。