從ICF演變檢視我國特殊教育障別系統

From the Revolution of the International Classification of Function%2C Reviewing the Special Education Classification System in Taiwan

本研究以世界衛生組織1980年、2001年發表的ICIDH與ICF立論架構的演變，檢視我國特殊教育障別系統思維模式。在名稱上，特殊教育障別名稱分散於疾病、損傷、障礙、殘障等概念中；在系統發展上，透過身體損傷與特殊教育之間的線性關係，進行以常態為基準的醫學、心理診斷，並歷經三階段的變化，確立列舉式障別系統的完成，不僅擴大障礙可見度與嚴重程度的範圍，且提高系統辨識的靈敏度。在定義型態上，傾向以身體觀點、身體與活動限制並陳等模式界定，並依法令位階分成二類：僅有障別列舉而無整體描述定義的母法形式，以及採取各障別逐條列舉定義且隨附鑑定基準的子法形式。整體而言，我國特殊教育障別系統係以生物醫學模式為基調，採取損傷、活動參與、功能限制等障礙概念分立模式建立入口原則，較忽略情境脈絡與障礙的互動，但民國八十六年修法中也將參與概念加入其中。

Utility of International Classification of Functioning (ICF)， this article reviews the progress in the special education classification system in Taiwan. First， there are various concepts of disability in the system， including disorder， impairment， disability， and handicap. Second， there are three stages through the system development， improving the sensibility of the system as well as visibility and severity. Furthermore， identifying students with special education needs depends on two principals: the perspective of body and the activity limited. In sum， special education classification system in Taiwan presents the different concepts of disability， absence the interaction between disability and context. Although it highlights the bio-medical model， it reveals the concepts of activity andparticipation， recently.