融合教育政策之政治效果研究

A Study of the Political Effect of the Inclusive Education Policy

黎明佳(Ming-chia Li)

指導教授 ： 王麗雲

國立臺灣師範大學/教育學院/教育學系/碩士(2012年)

摘要

本研究旨在探討融合教育政策之政治效果，結合文件分析法與訪談法來瞭解國民中學執行融合教育政策所產生之政治效果。其中透過政策特徵、國民中學內部相關規範、普通班導師對融合教育政策之詮釋、普通班導師對融合教育政策之利益動員來瞭解融合教育政策之政治效果，其研究發現如下：
一、 融合教育政策之政策特徵
（一） 以特殊學生意願為最高考量
（二） 政策較少考量教師本身之專業準備度
二、 國中校園內部之相關規範
（一） 設定以法律規範為依歸之明確規則
（二） 遵循以和諧、大局為重、趨利避害為原則之潛規則
三、 導師對於融合教育政策之內涵詮釋
（一） 對融合教育政策之看法因所持視角不同而有所差異
（二） 多數導師體認執行融合教育政策需以班上多數一般學生為重
四、 導師執行融合教育政策時之利益動員
（一） 以迴避和推責方式拒絕承擔融合教育政策之相關責任
（二） 有建設性之策略以一般學生為主
五、 融合教育政策在國民中學所產生之政治效果
（一） 家長隱瞞特殊學生身份無法達成融合教育政策成效
（二） 教師專業不足，缺乏支援網絡，鮮少顧及特殊學生學習
（三） 特殊學生個殊性大，以學習社會適應為主要目標

關鍵字

融合教育政策 ； 政治效果

並列摘要

The purpose of this study is to exam the political effect of the inclusive education policy. Specific questions include the policy characteristics, the structures and rules of junior high schools in implementing the inclusive education policy, the interpretive effects of the homeroom teacher, the differential mobilization interests of the homeroom teacher, and the political effect of the inclusive education policy. To address the research interests, document analysis and interviews are used to collect information needed. The findings of this study are summarized as follows:
1. The inclusive policy characteristic
(1) The inclusive policy gives the priority to the intention of disabled students and their parents.
(2) The inclusive policy considers less about the proficiency of the homeroom teacher.
2. The structures and rules of the junior high schools
(1) Individual rules of the school follow the law stated by the government.
(2) Hidden rules abided by when implementing the policy consider more about harmony, interests of the majority students, and risk control.
3. The interpretive effects of the homeroom teachers
(1) Homeroom teachers’ evaluation of the inclusive education policy varies.
(2) Most homeroom teachers consider the interest of the majority students their first priority.
4. The differential mobilization of interests of the homeroom teachers
(1) Homeroom teachers avoid taking major responsibilities for students with special needs.
(2) Constructive strategies are based on the interests of the normal students.
5. The political effects of the inclusive education policy
(1) The inclusive policy has limitations in achieving its goal because some parents of disabled students prefer to conceal their children’s condition.
(2) Due to the lack of proficiency and supporting networks in implementing inclusive education, homeroom teachers give less consideration to academic performance of the disabled students.
(3) Social adjustment is the main goal of inclusive education..

並列關鍵字

inclusive education policy ； political effect

參考文獻

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