從地方視角看沙叻秀華小的特殊教育經驗 Special Education Experience in SJK(C) SALAK SOUTH from the Perspective of Localization

Date
2021
Authors
黃慧慈
Huang, Hui-Tzu
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Abstract
華文教育在馬來西亞有著悠久的歷史,二十世紀初第一所新式學堂成立,華小開始萌芽。經過百年的淬鍊、幾經風霜,華小益發茁壯。而獨立後,政府將華小納為國民學校,同時也開始發展在華小的特殊教育。近年來,各州紛紛在華小成立特教班。特別是在 2006 年沙叻秀華小的開班,引發熱烈迴響。透過地方視角以及實證經驗,本論文旨在深入瞭解沙叻秀華小特教班,包含成立、成長至今的過程,以及背後的歷史淵源。藉由文獻分析、田野調查等方法,以半結構式的訪談來瞭解十餘位與沙叻秀華小開班歷程相關人士。進一步的回答三個問題,包含在馬來西亞政策下大眾的回應、特教班的開辦歷程以及所帶來的特殊教育經驗。研究結果顯示在馬來西亞政策下,大眾給予肯定之餘,也回應了目前政策的不足之處。透過政府、學校、新村的合作,再加上媒體的力量,在沙叻秀華小特教班的經驗得以被共享,展現獨一無二的華人特殊教育經驗。
Chinese education has a long history in Malaysia. The first new school was established in the early 20th century, and Chinese primary schools began to sprout. After a century of growth, china primary School has grown stronger. After the Malaysian government became independent, the government classified Chinese primary schools as national schools and also began to develop special education. In recent years, many states have begun to set up special education classes in Chinese primary schools. Especially in 2006, the opening of classes at SJK(C) Salak South aroused enthusiastic responses. Through the perspective of localization and empirical experience, this thesis aims to gain insight into the special education class of Salak South, including the process of its establishment, growth to the present, and the historical origins behind it. Through literature analysis, field surveys and other methods, we have used semi-structured interviews to obtain the relevant experience of more than ten people who have set up the course. We hope that the three questions will receive more answers, including the public's response under the Malaysian policy, the establishment of special education classes, and the uniqueness of special education. The research results show that under the Malaysian policy, the public has given affirmation and also responded to the shortcomings of the current policy. Through the cooperation of the government, schools, and new villages, coupled with the power of the media, the experience of the special education class at SJK(C) Salak South can be shared. And further with the powerof the media, this unique experience will be possessed by many people. Finally, embodies a unique special education for Chinese.
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Keywords
馬來西亞華人, 特殊教育, 地方化, Malaysian Chinese, special education, localization
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