臺灣特殊教育法變革與融合教育發展研究

Abstract

本研究以臺灣融合教育的發展為主軸，透過文獻分析、文件分析及訪問等方法，對民國73年、86年、98年與102年《特殊教育法》的制定與修正進行分析，探討其對融合教育之影響。 研究主要發現如下: 一、民國73年立法開始主張零拒絕，以保障身心障礙學生的受教權作為融合教育之開端。 二、民國86年修法時，提出最少限制環境原則，讓身心障礙學生得到適性的安置與輔導。 三、民國98年修法後，始建立真正特殊教育支持系統並提出「融合」一詞。 四、民國102年修法後，再將融合教育理念延伸至高等教育階段。 研究者並依據上述研究結論，提出三項建議，以供教育決策單位與未來相關研究之參考。 一、落實法律讓身障者在普通教育系統與特殊學校間安置更具彈性。 二、未來修法時應納入身障者本身的聲音。 三、制定法規增加專業團隊人數以完善特殊教育支持系統。The aims of this thesis were to inquire the relation between the Special Education Act in Taiwan and the policies of inclusive education . Special Education Act was enacted in 1984, and revised three times: 1997, 2009 and 2013. The author tried to inquire the influences of the Special Education Act on the policies of inclusive education in Taiwan. The conclusions were made as following: i. Special Education Act 1984 began to advocate the idea of ‘a zero reject’ to protect disabled students’ the right to education as the beginning of the inclusive education. ii. In Special Education Act 1997 revised, the principle of ‘the least restrictive environment’ was initiated, which provided disable students appropriate placement and counseling. iii. In Special Education Act 2009, the special education support systems was established, and the term ‘inclusion’ was used for the first time. iv. In Special Education Act 2013, the idea of inclusive education was extended to higher education level. Some suggestions are made for legislature on inclusive education, and futher research. i. Implement the law to make the learners with special needs more flexibility between the general education system and special schools. ii. Revised law should adopt the views of disabled persons. iii. To increase the number of professional team to complete special education support system.