接納可以緩解衝突：亞斯伯格理論與輔導實務

江秋樺 ； 許秋賢 ； 陳振明

《雲嘉特教期刊》 11期 (2010/05) Pp. 5-15

https://doi.org/10.6473/YCTCCK.201005.0005

摘要

本文旨在簡介亞斯伯格症的理論，並佐以一亞斯伯格症學童就學安置協調與輔導的實例，希望能藉此引發雲嘉地區教育處深思－普通班教師或家長動輒向上陳請，而教育處則迅速出面為普通班教師或家長「解套」，此例一開，恐怕助長普通班教師規避自己原應負起之教學責任。文中，作者引用實例強調，普通班教師的接納態度是緩解紛爭的首要條件，而非專業與否。文末，作者更強調特殊教育教師是為了協助普通教育教師瞭解及共同教育特殊學童而存在，不是為了讓普通教育教師「免責」而設立，教育及協助亞斯伯格症學童是所有與其有接觸機會的教師及家長共同之責任。因為，出了校門，亞斯伯格症學童跟所有其孩子一樣，都生活在主流社會裏，教育處宜設法讓所有教師肩負起應有之教育職責，而非任由教師去挑選學生來教。

關鍵字

亞斯伯格症 ； 教育安置 ； 輔導實務

並列摘要

This paper aimed to introduce asperger syndrome both in theory and in practice to arouse the attention of the Department of Education. Acceptance was considered as the key to reduce conflicts occurred in schools instead of professional training which used to be an excuse of normal education teachers. At the end of this paper, the authors called for the attention of the Department of Education to force all teachers to rise to the challenges of asperger syndrome instead of allowing them to escape their teaching responsibility. After all, like all the others, children with asperger syndrome live in the mainstreaming society when they get out of school.

並列關鍵字

Asperger Syndrome ； educational placement