國中多重障礙學生教育重新安置歷程之個案研究

本研究採質性研究，旨在探討國中多重障礙學生教育重新安置之歷程，透過半結構式訪談大綱深入訪談，輔以日常互動的觀察及相關資料的蒐集探究多重障礙學生及其家庭在重新安置歷程中所遭遇的困境，以及相關教育人員如何因應與協助，進一步歸納訪談內容並提出研究建議。本研究的發現與結論如下： 1.臺北市國中多重障礙學生重新安置行政程序依法完整規劃，若是學生遇有障礙狀況改變、優弱勢能力改變等其他特殊需求時，得提出申請重新評估及安置；如學生於非鑑定安置期程有申請需求，可提報緊急鑑定安置，爾後若對結果有疑義，需在期限內提出申復。 2.多重障礙學生及其家長在重新安置歷程中所遭遇的困境：（1）大誠因病致障返家，家庭需要調適與立即應變；（2）家長不瞭解特殊教育，對鑑定安置感到疑惑；（3）大誠排斥認知學習，情緒反應極大；（4）同儕從初期的諒解到後期的不勝其擾；（5）融合教育的特教資源有限，配套措施執行困難以及（6）普教教師特教專業知能不足，大誠難以有效學習。 3.相關教育人員之因應與協助有：（1）巡迴輔導教師提供在家教育服務及建議重新安置；（2）學校行政團隊透過家訪及班級宣導等策略攜手合作同待大誠返校；（3）原班導師雖致力班級經營，但輔導大誠仍感到無力；（4）特教組長身兼個管教師操持各項特教業務以及（5）專業團隊治療師的諮詢及建議。研究者歸納訪談內容結果提出具體建議，以供相關教育人員與未來研究之參考。關鍵詞：多重障礙、重新安置、個案研究

關鍵字

多重障礙；重新安置；個案研究

並列摘要

The qualitative research of this research aims to explore the educational replacement process of a student with multiple disabilities in junior high school, through in-depth interviews with semi-structured interview outlines, supplemented by daily interaction observations and collection of relevant data to explore the replacement of a student with multiple disabilities and this student’s family. The difficulties encountered during the course, and how relevant educators responded and assisted, further summarized the content of the interview and made research suggestions. The findings and conclusions of this study are as follows: 1.The administrative procedures for the replacement of a student with multiple disabilities in junior high school in Taipei are fully planned in accordance with the law. If the students encounter other special needs such as changes in obstacles, changes in strengths and weaknesses, etc., he can apply for reassessment and replacement; if the student is in the non-appraisal replacement period. If there is an application requirement, it can be submitted for emergency appraisal and replacement. If there is any doubt about the result, a reply must be filed within the time limit. 2.Difficulties encountered by the student with multiple disabilities and his parents in the replacement process: (1) Cheng returned home due to illness, the family needs to adjust and respond immediately; (2) Parents do not understand special education and are puzzled about identification and placement; (3) Cheng rejects cognitive learning and has a great emotional response; (4) Peers' understanding from the initial stage to the later stage is turbulent; (5) Special education resources for integrated education are limited, supporting measures are difficult to implement, and (6) General education teachers insufficient expertise in special education makes it difficult for Cheng to learn effectively. 3.The response and assistance of relevant educators include: (1) Itinerant tutors provide home education services and suggest relocation; (2) The school administration team works hand in hand with Cheng to return to school through strategies such as home visits and class advocacy; ( 3) Although the original class tutor is committed to class management, Cheng still feels powerless to counsel; (4) The special education team leader is also a personal instructor who manages various special education services and (5) The consultation and advice of the professional team therapist. The researcher summarized the results of the interview and put forward specific suggestions for reference by relevant educators and future research. Keywords: multiple disabilities, replacement, case study