我國特殊教育申訴服務相關問題之研究

A Study on the Special Education Complaint Services in Taiwan

黃浩昀(HUANG HAO-YUN)

指導教授 ： 王振德博士

國立臺灣師範大學/教育學院/特殊教育學系/碩士(2005年)

摘要

我國於特殊教育法第三十一條規定應提供特殊教育申訴服務，並依此訂定特殊教育學生申訴服務設施辦法，然而，此申訴服務的利用情形並不普遍。本研究主要目的在瞭解學校特殊教育行政人員及身心障礙學生家長對於特殊教育申訴服務相關規定的知識、對於特殊教育申訴服務利用不普遍可能原因的看法、對於提出申訴的想法、以及對於特殊教育爭議所希望的解決方式，並試擬出特殊教育學生申訴服務設施辦法修正建議案。
本研究針對312名學校特殊教育行政人員及身心障礙學生家長進行問卷調查，並訪談接觸過申訴的學校特殊教育行政人員與家長，以及家長團體代表與學者專家，將研究結果以描述統計、卡方考驗，以及文字描述加以分析。
本研究之主要發現如下：
一、 學校特殊教育行政人員和身心障礙學生家長普遍了解申訴服務的存在，但是對於申訴的定義並不明確了解，且對於詳細的申訴處理方式並不完全清楚。
二、 學校特殊教育行政人員和身心障礙學生家長認為申訴服務利用不普遍的可能原因除了大多數家長滿意子女的教育情況外，也因為學校對於家長所提出的爭議，以溝通協調的方式解決，因此不會到達申訴的程度，加上家長不了解自己有何權利，亦不知如何提出申訴，又擔心提出申訴不一定能解決問題，還會影響與學校的關係，反而對子女的教育有不好的影響，因此不願意提出申訴。
三、 多數學校特殊教育行政人員及身心障礙學生家長對於特殊教育所可能發生的各類爭議事項應適時提出以謀求解決持正面看法。
四、 溝通協調都是解決特殊教育爭議的首要方式。如果遇到溝通協調無法解決的情況，應該由學校內部開始解決爭議，如果學校內部無法解決爭議，申訴人應該有權利向教育行政主管機關提出申訴。
本研究依據上述發現，草擬出特殊教育學生申訴服務辦法修正建議案，並提出實務與未來研究上的相關建議。

關鍵字

特殊教育 ； 申訴 ； 爭議解決

並列摘要

The special education complaint services have been provided according to Article 31 of the Special Education Law and the Regulations on the Special Education Student Complaint Services since 1999. However, the complaint services were hardly used. The purpose of this study was to understand the knowledge and attitude of school special education administrators as well as parents of students with disabilities towards special education complaint.
312 school special education administrators and parents of students with disabilities were surveyed and several of them with dispute resolution experiences were interviewed. Further interviews were made with representatives of several special education parent groups and professionals with special education background. The main findings were as follows:
1. The administrators and parents are generally aware of the special education complaint services, but not clearly understand the definition and procedures of it.
2. The administrators and parents consider the possible causes for uncommon use of complaint services are a) parents are satisfied with the special education services; b) school administrators tend to resolve disputes through other informal approaches; c) parents are not aware of their rights and the complaint procedures; and d) parents are afraid that filing complaint will jeopardize their relationship with school personnel.
3. The majority of the administrators and parents take positive attitude towards resolving special education disputes through complaint procedures.
4. Disputes shall first be resolved by informal negotiations, followed by disputes resolution proceedings at school level. If parents are not satisfied with the decisions made at school level, parents shall have right to appeal to the special education administrative agencies.
An amendment to the Regulations on the Special Education Student Complaint Services was drafted on the basis of the previous findings, and suggestions on school and future research were offered.

並列關鍵字

special education ； complaint ； dispute resolution

參考文獻

林威志（1999）：國民中小學學生申訴制度之探討－兼評析台北市國民中小學學生申訴處理要點。教育研究集刊，43，185-211。

陳永興等（1996）。特殊教育法部分條文修正草案。立法院議案關係文書，院總會第1259號，委員提案第1513號。

吳武典（1999）。修正特殊教育法的特色與檢討。師友，390，5-11。

洪鼎堯（2002）。從現代法治理念探討我國高中學生之申訴制度-以臺北市立高中為例」。國立臺灣師範大學公民教育與活動領導學系在職進修班碩士論文。全國博碩士論文資訊網，91NTNU1732007。

Dagley, D. (1995). Enforcing compliance with IDEA: Dispute resolution and appropriate relief. Preventing School Failure, 39(2). Retrieved July 19, 2004, from EBSCO database.