就讀普通學校還是特教學校？一位國中視覺障礙學生的轉安置探討

隨著融合教育的興起，許多視覺障礙學生安置在「最少限制環境」的一般學校中，在此趨勢下，卻有部分視覺障礙學生選擇從一般學校轉學進特殊教育學校究竟背後隱藏著何種原因？研究者認為須滲透個案之生態系統，探究何以造成其轉安置之原因，並訪談個案及其相關他人，統整歸納出個案轉安置前、後的適應問題及相關建議，以利讀者可從不同面向思考視覺障礙學生之適性安置。本研究採用質性研究法，透過訪談方式蒐集資料，得到研究結果如下：結果（一）以微系統而言，與普通學校同儕適應不良和教師的視障專業落差是案轉安置之衝突來源。（二）以中介系統而言，轉銜會議並未如實召開影響轉銜前後之工作（三）以外部系統而言，學校附近的環境風氣，醖成轉安置之契機。（四）以宏觀系統而言，社會對特殊學校的刻板印象會影響轉安置之意願（五）以時間系統而言。一段時間後，個案離逐漸適應與舊同儕之離別。二、建議（一）對個體而言，在原本學校衝突過多時，轉換環境不失為一個方法。（二）普通教育教師應補足特教專業，並適時與視障巡迴輔導教師合作，以協助視障學生適應課業及學校生活。（三）轉銜會議應如實召開，以利轉銜順利進行。（四）學校可多開發多元課後社團供學生參與，以科學生課後活動有所選擇。（五）家長不應被社會刻板印象所蒙蔽，考量孩子個人需求才是首要任務。（六）除了時間的洗禮，學校及家長多給予輔導，個案也能從新環境中結交新朋友。

關鍵字

生態系統理論；轉安置；視覺障礙學生

並列摘要

The purpose of the study is to explore the replacement a junior high student with visual impairment, from a general education school to a special education school. A semi-interview with the Ecological System Theory perspectives was conducted to collect data. The participants Xiǎo xīn (abbre. as Xx), Xx's mother, the former teacher of the general education school, and the current teacher of the special education school were interviewed. After analysis and induction the transcript data, the results are as follows: (1) In term of the micro-system, Xx's poor adaptation with peer relationships and the teachers' lack of profession preparation on the visual impairment in the general education schools are the main factors of applying for replacement. (2) In term of the intermediary system, the meeting of individualized transition plan was not held, affecting the link up work before and after the transition. (3) In term of an external system, the community environment surrounding the school may form an opportunity for replacement. (4) In term of the macro system, the social stereotype on the special education school would affect the will of replacement. (5) In term of the time system, after a period of time, the participant Xx may gradually adapt to the separation of the familiar peers of the regular education school. Six recommendations are proposed followed the above results. (1) For individuals, to transform environment is a way when the original school is fullof conflict. (2) General teachers should complement special education and cooperate with visual itinerant teachers. (3) The meeting of individualized transition plan should be held in real terms. (4) Schools can develop multiple classes for students to participate in the school. (5) Parents shouldn't be blinded by social stereotypes, consider the individual needs of children is the priority. (6) Schools and parents should give students counseling.