身心障礙者與自我決策
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Date
2010-09-??
Authors
黃文慧
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Publisher
國立台灣師範大學特殊教育中心
National Taiwan Normal University Special Education Center
National Taiwan Normal University Special Education Center
Abstract
本文從自我決策概念的發展以及在特殊教育上的實踐，探討身心障礙者自我決策的意義。主論概念源流、發展與意涵，輔論其在教育上的應用，最後提出此概念對我國教育的啟示。源自民族自治的自我決策，主張個體自外界決定中解放，強調決策過程個體主體意識。此觀念被障礙者運動援引，經三階段發展成為障礙者學校畢業後生活成果的指標。當孩童知覺自己是有效能、有價值時，其行動將影響人生結果，透過在教室的每一天，進行持續的學習就是最好的練習。「隨時、隨地、融入、整合」可為自我決策教學的精髓。
On the perspective of the development and practice in the field of special education, this article explores the meanings about self-determination based on the concept of evolution in the development regarding definition, meaning, teaching and programs in education. The concept was from racial self-govermnent regarding emancipation from others' decision, and was emphasized on individuals' awareness. In 1970s, the concept was applied and modified in the movement of disabilities, and had become the index for empowerment. Therefore, the right and power about determination was focused. The core principles of teachingself-determination are integrated and collaborated in anytime and anyplaces.
On the perspective of the development and practice in the field of special education, this article explores the meanings about self-determination based on the concept of evolution in the development regarding definition, meaning, teaching and programs in education. The concept was from racial self-govermnent regarding emancipation from others' decision, and was emphasized on individuals' awareness. In 1970s, the concept was applied and modified in the movement of disabilities, and had become the index for empowerment. Therefore, the right and power about determination was focused. The core principles of teachingself-determination are integrated and collaborated in anytime and anyplaces.