從單打獨鬥到系統合作：普通班導師協助疑似情緒障礙學生的經驗探究

Abstract

隨著融合教育的推進，隱性障礙學生的需求逐漸成為教育現場的重要課題，然而，由於這些學生通常未經正式鑑定，難以享有完整的特殊教育資源，進一步凸顯導師在班級經營與資源整合中的關鍵角色。本研究聚焦於國小普通班導師在面對班級中疑似情緒障礙（隱性障礙）學生時的經驗與挑戰，並探討導師如何運用校內外資源，構建支持系統以協助學生適應學校生活。本研究採用質性研究法，透過深度訪談蒐集八位國小普通班導師的教學經驗與反思，進一步分析其應對策略與合作歷程。研究結果顯示，導師在「班級內」面對疑似情緒障礙學生時，主要經歷「事前預防」、「事發當下」、「事後思考」三個階段，而在處理過程時，將會面對「個案層面」、「導師層面」、「班級經營層面」的困擾與擔心；在「班級外」尋求系統合作時，從「啟動系統合作」、到「面對合作困境」、最後「達成合作默契」的歷程。基於研究結果，建議導師強化對疑似情緒障礙學生的觀察與應對能力，並積極進修，增進自身特教專業知能；學校應建立系統化支持機制，強化輔導室與學務處的合作；政策制定者應將疑似情緒障礙學生納入特殊教育支持範疇，提供靈活資源與跨部門合作框架。最後，本研究深化了對融合教育中導師角色與策略的理解，並為教育政策與支持系統的改進提供了實證基礎。

With the advancement of inclusive education, the needs of students with hidden disabilities have gradually become a crucial issue in the educational field. However, since these students are often not formally diagnosed, they have difficulty accessing comprehensive special education resources, further highlighting the critical role of homeroom teachers in classroom management and resource integration. This study focuses on the experiences and challenges faced by elementary school homeroom teachers in regular classes when dealing with students suspected of having emotional disorders (hidden disabilities) and explores how teachers utilize internal and external resources to build support systems that help these students adapt to school life.This study employs a qualitative research approach, collecting teaching experiences and reflections from eight elementary school homeroom teachers through in-depth interviews. The analysis further examines their coping strategies and collaboration processes. The findings indicate that when dealing with students suspected of having emotional disorders within the classroom, teachers go through three main stages: “Prevention before incidents,” “Handling during incidents,” and “Reflection after incidents.” During this process, they encounter challenges at three levels: “Individual student level,” “Teacher level,” and “Classroom management level.” When seeking systemic collaboration outside the classroom, teachers progress through three stages: “Initiating system collaboration,” “Facing collaboration challenges,” and “Achieving mutual understanding in collaboration.”Based on the research findings, it is recommended that teachers enhance their ability to observe and respond to students suspected of having emotional disorders while actively pursuing professional development to improve their expertise in special education. Schools should establish systematic support mechanisms to strengthen collaboration between counseling offices and student affairs departments. Policymakers should include students suspected of having emotional disorders within the scope of special education support by providing flexible resources and a cross-departmental collaboration framework. Ultimately, this study deepens the understanding of the role and strategies of homeroom teachers in inclusive education and provides empirical evidence for improving educational policies and support systems.