智能障礙類教師實施“性別平等教育”現況之初探－以花蓮地區為例

A Pilot Study on Implementation of Gender Equity Education by Teachers of Intellectual Disabilities Type Teachers in Hualien Area

黃榮真(Yung-Chen Huang)

《花蓮教育大學學報（教育類）》 22期 (2006/05) Pp. 307-336

https://doi.org/10.7073/JNHUEA.200605.0307

摘要

本研究旨在探討花蓮地區國小、國中、高職各階段之智能障礙類特殊學校及一般學校智能障礙班級共計41位教師，在執行性別平等教育之異同情形。研究者根據訪談結果統整各階段智能障礙類特殊教育教師輔導智能障礙學生曾出現的兩性相關問題，也進一步分析教師對「性別平等教育課程」各子題重要程度之看法；本研究採取自編半結構式訪談題綱進行研究，而所獲得的資料採用質性分析加以處理。主要研究結果發現：所有智能障礙類教師贊成實施性別平等教育，兩類安置型態的國小智障學生最頻繁狀況是對於兩性之問界限並不清楚，國中則是兩性之問常出現不當的親密表達或觸碰，高職智障學生是交友問題；最棘手的問題是國小智能障礙班級學生問會有侵犯他人身體的行為舉止，六成智能障礙類特殊學校國小部教師提及智障同儕問會出現不當的行為模仿，國中則是與異性身體親密接觸之後續問題處理，高職智障學生是受到性侵害的問題處理，全部受訪教師共同曾實施的相關課程內容有自我保護之基本技能、如何與異性相處，一般學校智能障礙班級教師表示學生對此課程內容極有興趣；而智能障礙類特殊學校學生則依認知程度出現兩極化的反應，高功能者較熱絡，低功能者反應較不明顯，教學資源需求有課程教材、教具模型、相關網站、教學錄影帶及光碟等，「身體自主權」、「性別之問的關係與互動」是「性別平等教育課程」前兩項重要的子題，所有智能障礙類教師認為智障學生之教學內涵必須更具體化、生活化、系統化、重複化。研究者再依據上述研究結果，針對相關單位與未來研究方向提出具體可行之建議。

關鍵字

性別平等教育 ； 性別平等教育課程 ； 智能障礙學生

並列摘要

The main purpose of this study is to explore the implementation of gender equity education by intellectual disabilities type teachers in Hualien area. Data was collected by interviewing 41 teachers from intellectual disabilities school and intellectual disabilities class. Semi-structured interview guidelines were designed by the researcher for this study. The collected data was analyzed by qualitative research method. The main findings include: (1) All intellectual disabilities type teachers supported the implementation of gender equity education. (2) Two types teachers agreed that the most frequently encountered situation are dating with the opposite sex. Elementary intellectual disabilities students did not understand the boundary between genders. Inadequate body content often occurred for junior high school students. The most difficult problem for vocational high school intellectual disabilities students were the sexual abuse. (3) The implemented curriculum included self-protection and communication with the opposite sex. (4) Intellectual disabilities classes teachers pointed out that students were interested in these topics. The response of intellectual disabilities school students depended on their cognition degree. (5) Needed teaching resources included video, VCD, books, teaching tools and web sites. (6) All of the teachers agreed that body autonomy and gender relationship are the top two important sub-topics. (7) All teachers agreed that physical, living, systemic, repeatable styles are important for the teaching contents. Based on the findings, several suggestions for the related agency and the future research were made.

並列關鍵字

gender equity education ； gender equity education curriculum ； intellectual disabilities students

參考文獻

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