從增能觀點談大專校院身心障礙學生之輔導

Counseling Services for Students with Disabilities in Higher Education from an Enabling Perspective

10.6217/SEQ.2013.133.9-16

鄭聖敏(Sheng-Min Cheng)

大專身心障礙學生 ； 增能 ； 自我決策 ； 自我倡議 ； 領導能力 ； college students with disabilities ； self-determination ； self-advocacy ； leadership

特殊教育季刊

133期（2014 / 12 / 01）

9 - 16

繁體中文

就讀大專校院身心障礙學生人數有逐年增加的趨勢，各大專校院也依教育部訂定的輔導要點提供相關服務，然而這些服務是否符合身心障礙學生之需求？本文先探討國內大專校院輔導身心障礙學生之現況並分析學生之適應情形，再根據Chickering和Reisser的自我認同發展理論分析大專校院學生的任務，最後建議以結合「自我倡議」、「自我決策」及「領導能力」作為大專身心障礙學生之輔導重點，期望透過其本身能力的提升，增強其自我倡議、自我決策的技能，不僅可以領導自己，更期待能達到領導他人，貢獻社會的目的。

There are more disabled students in higher education. Higher education administrators provide counseling services according to the Implementation Directions for Counseling College Students with Disabilities. However, do these services meet the special needs of disabled students? The author analyzed the counseling services provided by higher education administrators and the adaptations furnished to the initial groups of disabled students who received counseling services. Then, the author introduced Chickering & Reisser's identity development theory. Finally, the author suggested that developing disabled students' leadership, self-advocacy and self-determination in higher education could enhance their abilities to lead themselves and others.

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