國民中學融合環境中身障生之「霸凌議題」探討，融合乎？標記乎？霸凌乎？

Discussion on ＂Bullying Issues＂ of Students with Disabilities in the Inclusive Environment of Secondary Schools-Inclusion? Labeling? Bullying?

10.7034/DSE.202112_(72).0003

郝佳華(Chia-Hua Hao)

融合教育 ； 霸凌 ； 標記 ； 國中身心障礙學生 ； Inclusion ； Bullying ； Labeling ； Students with disabilities in secondary school

特殊教育發展期刊

72期（2021 / 12 / 01）

35 - 50

繁體中文

「融合」（Inclusion）是跨世紀的重要議題，校園裡身心障礙的身份鑑定是為了提供符合需求的特殊教育服務而存在，然「標記」（Labeling）所衍生的負面影響是否真大於其所帶來的正向支援呢？邁入二十一世紀，校園現場這群身障生面臨到的「霸凌」（Bullying）真正現況究竟如何，有無隨著國際間推動人權教育及融合教育的實施有所改變呢？真正造成霸凌的因素在於身心障礙的「標記」嗎？也值得特教老師及學生家長關切。本文期透過國內外有關身心障礙霸凌研究進行分析，從外而內地探究現今身障生的霸凌議題核心，從中呈現給教師、學生、家長不同的借鏡看法，以思考「標記」、「霸凌」、「融合」之交錯關係，提供身障生霸凌議題另一個不同的觀點及建議。

＂Inclusion＂ is an important issue across the centuries. The purpose of the identification of students with disabilities on campus is to provide special education services that meet the needs. However, whether the negative impact derived from ＂labeling＂ is really greater than the positive effect it brings to support? Entering the 21st century, what is the real current situation of the ＂bullying＂ faced by those students with disabilities on campus, whether it have been promoted by the implementation of human rights education and inclusive education ? It also deserves the concern of special education teachers and students' parents whether the bullying on the students with disabilities comes from ＂labeling＂ or not? This article analyzed the research on bullying with disabilities at home and abroad, and explored the core of the bullying issue of students with disabilities from the outside to the mainland. From which it presented teachers, students, and parents with different borrowed views. At the end, it considered the interlaced relationship of labeling, bullying, and inclusion, and provided different perspectives and suggestions on the issue of bullying with disabilities.

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