身心障礙學生適性輔導安置之現況與困境-以桃園市為例

Abstract

本研究目的旨在探討身心障礙學生適性輔導安置之現況與困境，以桃園市為例。本研究採用半結構式深入訪談，總計訪談國中端、高中端、承辦端共九位參與者，主要研究結果如下:一、適性安置的現況 國中特教教師除了需輔導學生生涯規畫外，也需要與家長、導師、輔導老師等相關人員合作處理報名業務。高中教師表示學生在高中的學習適應會受到障礙類別、學習態度、學習科目的影響而有所不同，人際適應也會因為障礙類別、個人特性與特質、教師特教知能等因素而有所差異。承辦端在適性安置的前端需負責簡章的制定，後端則需要處理資料收件與審查等業務，桃園目前因為剛回歸市立不久，許多制度還是承襲過往的方式進行。 二、適性安置的困境 國中資源班面臨學科抽離課程多、缺乏職業探索機會等問題，教師在輔導上也因為不具有輔導專業且對高中職不熟悉而有所瓶頸，學生與家長更是受到自我認識不足與公立迷思等限制，這些因素導致學生的生涯規劃並不完整。高中教師則發現適性安置學生普遍因為低分高就的問題導致與同儕在學習上落差過大，學習狀況的低落進一步影響學生的自我價值、人際適應狀況，且因為現行轉安置制度難以讓學生轉換跑道，造成學生在高中普遍適應不佳且休學率居高不下。現行制度也存在許多問題，目前制度並未提供國中端充足的高中職資訊，繁瑣的文書工作也造成老師巨大的工作壓力，安置缺額的侷限與不足更增加適性的難度；這些問題有些難以快速修正，有些則源自於體制瓶頸難以改變，例如:安置缺額、公私立特教資源差異、城鄉差距等等，這些體制問題形成一個個盤根錯節、難以調整的窘境，也讓適性安置的困境雪上加霜。三、適性安置下的調整與因應建議建議國中可以拉長生涯規劃時間、增加職業試探課程、進行輔特合作、鼓勵家長積極參與，透過這些方式讓學生可以獲得完善而周全的生涯輔導；高中方面，因為適性安置的問題並非一時半會可以解決，因此建議高中可以提供學習與人際上的支持，讓學生可以獲得足夠的特教支持；最後，因為部分制度問題源自於體制困境難以調整，因此建議承辦端在可調整之處進行改變，如協助國中端進行生涯輔導、將檢附資料精簡化、將安置決策透明化，透過這些制度的調整讓適性安置可以更加適性。The purpose of this research was to discuss the current situation and predicament of adaptive placement of students with disabilities in Taoyuan City. In this research, thorough semi-structured interviews were conducted,and there were nine participants from junior high school, high school , and the organizer end. The results were as follows.The junior high school teachers were responsible for assisting students in career planning and exploring high school, they also had to collaborate with relevant personnel such as parents, homeroom teachers, and guidance counselors on application-related works.The high school teachers shared that students' learning adaptation could be determined by their disabilities, learning attitude, and learning subjects. Their interpersonal relationship development could also be affected by factors like their personalities and the teachers' professional knowledge related to special education.The organizer end was responsible for front-end enrollment regulation drafting and back-end document collecting and reviewing. However, since Taoyuan had only become a municipality recently, many regulations were stillinherited from the past.Resource rooms in junior high schools were facing several issues.Not only students were separated from academic classes,having less career exploration opportunities,teachers also did’t possess sufficient counseling skills and understanding of different high schools backgrounds. Moreover,students and parents were held back by underdeveloped self-discovery and the myth of studying in public schools. All these factors lead to students’ incomplete career plans. High school students' performances were often found falling behind their peers due to their lower-than-average entry grade. The unsatisfying learning situation would further affected students’ self-esteem and interpersonal relationship developments. Moreover, the current re-placement system made it difficult for students to change their career plans, which result in students’ maladjustment and high drop-out rate. Many issues reside in the current system. It not only failed to offer the junior high schools sufficient background information about high schools and vocational high schools,but also puts huge stress on teachers with cumbersome paperwork. The insufficient placement quota also increased the difficulty of adaption. The predicament embedded in the system made adaptive placement even harder to achieve.We suggested extending the career planning period in junior high schools, adding occupation exploring programs, conducting collaboration between counselors and special education teachers, and encouraging parent participation. As for the high schools , support for academic performances and interpersonal relationships were recommended to offer students better special education assistance. Last but not least, we suggested the organizer end start the changes on the adjustable parts, including assisting junior high schools with career counseling, simplifying application documents, and improving the transparency of placement decisions.