「生病！我也要去上學！」以生態系統理論談討臺北市自閉症學園方案

Abstract

本研究採質性研究法，透過深度訪談一位參與臺北市自閉症學園方案之自閉症學生以及五位重要她人，訪談資料經整理後藉由生態系統理論模式來呈現出此方案的運作模式與影響，歸納出這位學生一路的求學歷程及參與方案前後的樣貌。 個案在一般學校的班級中因社會技巧能力弱，與同儕互動的品質不佳，求學歷程當中受挫經驗多，而在學校環境中老師較難提供立即的協助，長時間下來在學校的生活適應以及學習都充滿挫折，造成適應上的困難。每當在學校受挫時，身為母親只能不斷替孩子轉換環境，希望可以找到最適合的環境，但不斷變換的環境卻使孩子要面對更大的變動，難以穩定的學習同儕相處技巧與生活技能，造成在學校適應上的困難，此時學園方案讓個案有了不一樣的選擇，也開啟新的學習環境。

一、學園環境規模小，師生比高，課程及作息以個別需求彈性調整 學園的學生人數僅五至六位，老師編置三人，如此的師生比使得學生在園內較容易獲得即時的協助與引導，而學園的課程依據學生的興趣及優勢能力開設，作息時間也依不同需求有不同的安排。

二、學園氣氛正向彈性，以發展學生優勢為目標 學園以發覺學生的優勢能力支持鼓勵，以修復挫折經驗為主，建立學生自信心，增強對環境調適能力。 根據研究結果顯示，小型的學習團體模式有助於自閉症學生的適應情形，而自閉症學生若能獲得較高的關注以及即時的協助，對於社會技巧的練習會有所幫助。最後提出研究過程中的反思期許及建議。

The purpose of this study was to explore the program for students with autism in Taipei city by the theory of ecosystem. The data was collated by interviewing the autistic student and her five important persons who participated in this program in Taipei city, and presented the operation mode and influence of the program through the ecosystem theory model. This autistic student who had weak social skill and poor relationship in the school, which made her feel frustrated. After long time in the school, her life was full of frustration and hard to adapt school life. As a mother, she kept changing the school for an appropriate environment, but an unstable environment brought her to adapt harder. An autism class program gave her a different choice and new learning environment.

An autism class had fewer students but more teachers. Students could get assistance immediately. Every student got an individual schedule and flexible homework. They could get more success experience in this class, and built confidence. According to the results, the miniature class could enhance autism student’s adaption. Highly anticipation also could improve their social skill. Finally, some suggestions during the research process were offered to parents, teachers for both classes and special education.