由身障學生的自我表達談特殊教育相關專業人員的服務思維

特殊教育相關專業人員是參與特殊教育重要的一員，多數相關專業人員源自於醫學院體系以治療與矯治的觀點看待病患，很自然的將此觀點帶到特殊教育的環境。然而，障礙的觀點從1970年代開始有不同的詮釋，將障礙之因素從個人生理損失的焦點轉到環境社會互動的結果。本文主以特殊教育學校一位學生為例，當學生表達自己的意見時，要跟同學一樣騎腳踏車，學校出現不同專業間的對話，反映出對障礙不同的思維模式。相關專業人員在學校教育，仍以醫療模式之「損傷治療」觀點回應學生的表達，因此與學校教育工作者主張的教育機會起了衝突，也因專業人員的專業觀點常忽略的特殊學生的學習需求，學生學習機會和生理限制二者的考慮反映出教育現場在不同障礙觀點的取決。阿傑的案例讓特殊學校之相關專案人員有機會由障礙社會觀點和人權觀點去思考特殊教育的決策，全校合作運用輔助科技建構以障礙者為中心和通用設計之教育環境，因此，有機會看到一個多重障礙的學習者出現未被期待的表現和學習成就感，此例引發特殊教育專業團隊成員對障礙觀點的反思。

關鍵字

醫療模式；障礙觀點；社會模式；人權觀；特殊教育相關專業人員

並列摘要

The professional therapists in special education are important members in special education. Most of the professional therapists are trained from the medical system and tend to treat students as patients from the medial perspective, and automatically take this perspective in special education services. However, this medical perspectives of disabilities began to be challenged in 1970s, shifting the focus on personal physical impairment to environmental barriers as society model. The article mainly takes a student in a special school as an example. When the student with severe disabilities expresses his need to ride the bicycles as his peers. The dialogues between different professions in school illustrated different perspective to disabilities. In the teams in educational setting, related professional therapists tend to carry ＂injury treatment＂ viewpoint from medical background. The learning needs of special education students have been ignored, and the balance of learning opportunities and physical limitations of students led the disabilities to educational viewpoint. Ajie's case gives professional therapists the opportunity to reflect on the decision-making of special education through the social model of obstacles and human rights viewpoints. The assistive technology, universal design for education and related adaptation are used to achieve student's learning. The unexpected performance and inclusive learning phenomenon were seen which facilitated the reflections of the related professionals working in the special education.