一個視、聽、語多重障礙者在大學之社會共融學習與生活經驗敘說探究

本文以一位視、聽、語多重障礙者L在大學的社會共融與學習生活經驗為例，探究分析呈現L在大學學習、生活與人際的完整樣貌，並反思目前大學對障礙生服務之相關議題，為未來大學可及／無障礙的教育環境提出看法與討論。本文主要研究參與者為L，筆者訪談其大學之學習與生活經驗；其次訪談L父母、國小、國中導師、高中游泳教練、大學系主任、大學資源教室組長、學姊、同班同學等重要他人對L在大學階段的觀察與共同學習生活經驗；另外，筆者亦於本文中以敘說方式梳理身為L導師及對L大學學習的反思。研究結果呈現L在大學之社會共融學習與生活經驗的完整歷程與樣貌之外，同時反思目前大學體制對障礙生服務的相關議題，本文提出以下結論：一、大學應重視障礙生權益，正視資源教室定位與倡議行政系統合作；二、大學成為障礙生人際共融的開端與獨立生活的關鍵；三、再思大學教育目的，創立多元學習方式讓所有人獲益。

關鍵字

多重障礙；大學身心障礙生；社會共融；敘說研究；資源教室

並列摘要

Taking a real story of a female student with vision, hearing and speech disabilities as an example, this article aims to explore the role of a university's learning environment for students with multiple disabilities in the path from school to social inclusion after entering a community. The author interviewed research participant L. about her studying and living experiences at university. In addition, this paper also conducted interviews with L's family and friends, including her parents, elementary and high school teachers, coaches at high school, her university department head, university resource classroom leaders, classmates and many others about their observations regarding L's development during her university life. Moreover, as the teacher of the participant, the author also depicted L's journey and reflects on L's development at university. This paper presents the whole process of L's studying and learning experiences in living independently at school, as well as analyzes the issues related to disabled students' counseling and related services in the current university system. In conclusion, for the university accessible education environment in the future, this study's results indicate that firstly, universities need to address the rights of students with disability, to acknowledge the importance of resource classrooms, and to facilitate collaboration with administrative staff. Secondly, the learning environment in a university has become crucial to social integration and independent living of the students with disabilities. Thirdly, higher education systems need to reflect on the purpose of university education and create a diverse learning environment to benefit all students.

並列關鍵字

multiple disabilities ； college students with disabilities ； social inclusion ； narrative analysis ； resource room

參考文獻

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林月仙、何明珠（2013）。〈大專校院資源教室輔導經驗分享─以國立虎尾科技大學為例〉，《特殊教育季刊》，128，11-18。doi: 10.6217/SEQ.2013.128.11-18 【Lin, Y.-H., & Ho, M.-C. (2013). Sharing of guidance experience from resource rooms in colleges: National Formosa University as an example. Special Education, 128, 11-18. doi: 10.6217/SEQ.2013.128.11-18】

陳秀芬、張正芬（2013）。〈大專校院資源教室服務模式─以國立臺灣師範大學為例〉，《特殊教育季刊》，128，1-10。doi: 10.6217/SEQ.2013.128.01-10 【Chen, H.-F., & Chang, C.-F. (2013). The supportive service model of resource room programs for special education need students at the colleges and universities level-An example from National Taiwan Normal University. Special Education, 128, 1-10. doi: 10.6217/SEQ.2013.128.01-10】

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一個視、聽、語多重障礙者在大學之社會共融學習與生活經驗敘說探究

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