特殊教育與障礙社會學：一個理論的反省

Special Education and Sociology of Disability: A Theoretical Reflection

10.6429/FES.200706.0071

張恆豪(Heng-Hao Chang)

障礙社會學 ； 特殊教育 ； 不平等 ； 多元文化 ； Sociology of Disability ； Special Education ； Inequality ； multiculturalism

教育與社會研究

13期（2007 / 06 / 01）

71 - 93

繁體中文

特殊教育領域的訓練往往著重每個身心障礙學生的「特殊需要」作為教學的設計和調整。障礙社會學提供一個社會學的角度，反省「障礙」的歷史建構與社會意涵。本文整理並檢視近年來從障礙社會學與障礙研究的觀點出發，分析特殊教育體制與運作的文獻。共分五個部分：一、簡介障礙社會學與障礙研究；二、回顧並反思特殊教育體系形成的歷史過程；三、分析特殊教育與不平等；四、檢視特殊教育與障礙的標籤(label)和污名(stigma)對身心障礙學生的影響；五、簡介特殊教育的新趨勢，如：融合教育、通用設計的理論基礎。

The discipline of special education usually focuses on ”special” curriculum design or on adjustments that can be made to accommodate the ”special needs” of students with disabilities. Sociological analysis provides an alternative perspective on the historical construction and social meaning of disabilities. This paper reviews the literature pertaining to sociological analysis of special education. The purposes of this paper are: (1) to introduce sociology of disability and disability studies; (2) to examine critically the historical progress of special education; (3) to analyze the interrelations between inequality and special education; (4) to explore the impacts of labeling and stigma on students with disabilities; and (5) to discuss multiculturalism and the theoretical bases of current reforms in special education, such as inclusion education and universal design.

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   連結：
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