育有身心障礙子女之新住民家庭親師合作經驗

Abstract

本研究旨在探討育有身心障礙子女的新住民家庭與特教教師之親師合作經驗，藉此了解其親師合作關係，以及探討親師合作關係中的阻礙、支持及家庭優勢，故本研究旨在回答以下研究問題：一、新住民家庭在親師關係的各面向中（公平、尊重、溝通、倡議、承諾等），如何與特教教師進行親師合作？二、新住民家庭與特教教師建立親師合作關係的阻礙與支持為何？三、在新住民家庭與特教教師的親師關係中，如何展現其正向觀點與家庭優勢？本研究以詮釋學觀點進行質性研究，並以立意取樣方式選取研究參與者，研究參與者為五位育有身心障礙子女之新住民家長，以及五位具有與新住民家長互動經驗之特教教師，每位研究參與者皆為獨立受訪。本研究以個別訪談方式進行資料蒐集，研究者依據正式訪談大綱進行訪談，每次訪談時長約60分鐘至120分鐘。在正式訪談前，研究者會根據研究參與者的溝通需求，視情況鼓勵新住民家長邀請溝通協助人員，或是將訪談大綱翻譯成研究參與者熟悉的語言。在資料分析階段，採用詮釋學觀點進行詮釋循環分析，以歸納出研究結果。本研究結果發現，新住民家庭與特教教師的親師合作，是以互信為基石的動態夥伴關係，新住民家長主要扮演積極的配合者，而特教教師則擔任專業引導者與資源連結者。在親師合作的阻礙中，主要源自於新住民家庭的語言限制及對臺灣制度的陌生，所形成的雙向溝通困境；以及新住民家長在面對特殊教育服務時，既肯定其價值又擔憂標籤化的矛盾心境；再加上特教教師面對新住民家長對自己的信任時，感受到其過度依賴與專業界線模糊的難題。然而，親師雙方因立基於安心且信任的合作基礎，運用了支持策略來克服阻礙，特教教師以文化回應策略來調適溝通歷程，並連結了資訊及資源，而新住民家庭中的特殊生本人及非障礙手足亦扮演了關鍵的內部支持夥伴。更重要的是，本研究打破過往文獻中的新住民家庭弱勢觀點，歸納出新住民家庭的優勢及韌性，其不僅展現出堅定的合作態度，以及為了特殊生孩子提升自我的動機，更將其家庭價值觀、緊密關係及自營商家等豐沛文化資本，轉化為親師合作的獨特助力。本研究最後提供特教教師及相關主管機關實務建議，並檢視本研究限制，提出未來研究可行之方向。Rationale & Purpose: This study aims to explore the experiences of family-professional partnership, focusing on the collaboration between new immigrant families of children with disabilities and special education teachers in Taiwan. It seeks to understand the barriers, supports, and family strengths involved in these partnerships. The research questions address: 1.How do new immigrant families and special education teachers engage in their partnership across various dimensions (e.g., equity, respect, communication, advocacy, commitment).2.What are the barriers and supports encountered in establishing the family-professional partnerships?3.How are positive perspectives and family strengths demonstrated within the family-professional partnerships?Methods: This qualitative study adopts a hermeneutic perspective. Participants were selected through purposive sampling, including five new immigrant parents of children with disabilities and five special education teachers with experiences collaborating with new immigrant families. Each participant was interviewed individually.Data was collected through individual interviews, each lasting between 60 to 120 minutes. To ensure effective communication in the interviews, the researcher, based on the participants' needs, either encouraged new immigrant parents to invite communication assistants as needed, or translated the interview outline into a language familiar to the participant. Data analysis was conducted using a hermeneutic circle analysis from a hermeneutic perspective. Findings: The findings reveal that the family-professional partnership between new immigrant families and special education teachers is a dynamic partnership built on the cornerstone of mutual trust. In this relationship, new immigrant parents primarily act as active cooperators, while special education teachers serve as professional guides and resource linkers.Barriers in the partnership primarily stem from a"two-way communication dilemma" caused by the families' language limitations and unfamiliarity with the Taiwanese system. Further challenges include the parents' "ambivalent mindset"—affirming the value of special education while fearing the associated stigma—and the teachers' struggle with the parents' perceived over-dependence, which blurs professional boundaries. However, based on a foundation of reassurance and trust, both parties utilize support strategies to overcome these barriers. Teachers employ culturally responsive strategies to adapt communication and link families with information and resources, while the student with disabilities and their non-disabled siblings also play a crucial role as"internal support partners," often acting as vital communication bridges. More importantly, this study breaks from the deficit-based perspective on new immigrant families found in previous literature by identifying their strengths and resilience. They not only demonstrate a firm cooperative attitude and a strong motivation for self-improvement for their children's needs, but also transform their rich cultural capital—such as family values, close relationships, and self-owned stores—into unique assets for the family-professional partnership.Conclusions/Implications: Finally, this study provides practical suggestions for special education teachers and relevant authorities, and, after examining its limitations, proposes directions for future research.