啟智教育之開拓工作

Developing Professional Education for Persons with Intellectually Disabled

李宗派(Isaiah C. Lee) ； 林金定(Jin-Ding Lin) ； 吳佳瑜(Chia-Yu Wu)

《身心障礙研究季刊》 1卷2期 (2003/10) Pp. 1-11

https://doi.org/10.30072/JDR.200310.0001

摘要

本文之目的係在討論啟智教育之開拓，由智能發展障礙之理論概念、智障照顧之歷史沿革及智能發展障礙之主要分類開始，延伸至台灣地區身心障礙及智能障礙之研究。在美國智能發展障礙(Developmental disability)之概念始於1960年代，由一群熱心智障工作者發起改革運動，強調智障與其他相關之殘障人士之社會服務、社區生活、技能訓練、特殊教育、保健醫療、職業重建等等之改善，必須透過社會立法，才能獲得效果。在過去幾世紀以來，「智能障礙」(Intellectual disability, mental retardation, developmental disability)這個名詞常有各種不同的解釋。所謂智能發展障礙者係指一個五歲或五歲以上之個人，帶有一種嚴重的、慢性的殘障狀態而言。此種殘障狀態，可歸因於心智或身體障礙，或者兩者同時所引起。且在二十二歲以前就很明顯發作者，經診斷有可能繼續不斷者，會造成主要生活之重要功能限制。同時有以下三項或更多之障礙者：自我照顧、感受與表達之語言、功課學習、身心之機動性、自我管理或定向、獨立生活、經濟獨立、自力更生等等之困難。在台灣，根據行政院衛生署(1999)的定義,智能障礙係指「成長過程中，心智的發展停滯或不完全發展，導致認知、能力和社會適應有關之智能技巧的障礙稱為智能障礙。」而特殊教育界也有一套定義方式，根據「身心障礙及資賦優異學生鑑定原則基準」第三條：智能障礙係指「個人之智能發展較同年齡者明顯遲緩，且在學習及生活適應能力與表現上有嚴重困難者；其鑑定基準如下：1、心智功能明顯低下或個別智力測驗結果未達平均數負二個標準差。2、學生在自我照顧、動作、溝通、社會情緒或學科學習等表現上較同年齡者有顯著困難情形。」目前，台灣之專家學者鼓吹發展社區化智障福利網絡，但常遭遇的難題即是專業人才的不足，智障專業領域所需要的人才，包括教養輔導、特殊教育、社會工作師、心理輔導師、物理治療師、職能治療師、語言治療師、生活保育師等，但內政部「身心障礙福利服務專業人員」相關訓練班別，屬片段式、講師專業演講式而缺乏連續性的專業訓練，無法使啟智工作者獲得整體的概念與知識，更無法滿足他們的專業需求。本文將針對此部分以實踐大學啟智專業研究中心為例，提供相關啟智課程設計訊息，期使台灣之啟智教育更上層樓。

關鍵字

啟智教育 ； 智能障礙 ； 發展障礙

並列摘要

The purpose of this article is for the discussion of the development of mentally developmental professional. Start with the theory and concept of mental retardation and the history of the caring of mental retardation patients and the categorization of mental retardation, finally, it will discuss the research of physical retardation as well as mental retardation in Taiwan. The concept of Developmental Disability started in 1960's, a revolution is started with a group of enthusiastic people working with the mentally retarded. Emphasizing on that the improvement of social work, community living, technique training, special education, care and insurance, vocational rehabilitation associated with mental retardation as well as related to the disabled that can be effective only through legislation. Currently, scholars and experts in Taiwan support to develop the welfare network based on a community, but they are confront with the insufficiency of the professional people in this field. Those professionals of mental retardation field are needed including the caring and consultation, special education, social worker, psychological consultant, physical therapist, professional ability training consultant, language therapist, daily caring consultant, but the related training classes in the Ministry of Internal Affairs for ”specialists of physical and mental welfare service” is so fragmental and not continuous, the training can not give the mentally developmental professional worker a thorough and solid concept and knowledge, not to say that it can't satisfy their professional requirement. This article is going to emphasize on this part and take proposed plan of Mentally Developmental Study Center of the Shih Chien University as an example, which provides related mentally developmental education class messages to a hope that the Mentally Developmental Professional in Taiwan will get progress in the future.

並列關鍵字

developmental disability ； education ； mental retardation

參考文獻

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林金定、吳佳玲、嚴嘉楓、李志偉、李宗派(2003)。新世紀台灣啟智專業展望－以醬療衛生領域為例。身心障礙研究。1，1-19。

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AAMR(1992).Mental Retardation Definition, Classification, and Systems of Supports-9th.Washington, D.C.:American Association on Mental Retardation.