教育人員對我國身心障礙學生就讀大專校院教育議題之調查研究

An Investigation of Higher Education Issues for Students with Disability in Taiwan

本研究旨在瞭解大專校院和高中職教育人員對我國高等教育階段「教育機會均等理念」、「身心障礙學生升學大專校院進路」與「身心障礙學生教育過程處遇」的看法，研究方法採取分區焦點座談和問卷調查法，調查對象為全國166 所大專校院和206所高中職校的教育人員，焦點座談共有58 人參加，問卷調查的有效問卷共有569 份，問卷回收率為55.38%。本研究發現：(一)就大學教育機會均等理念而言，大專校院入學需具備必要的學力表現(98%)，少數族裔加分優待符合多元文化教育理念之教育機會均等(73%)，特殊學習背景者入學大專校院加分優待具有爭議性。(二)就大學教育機會均等指標而言，身心障礙學生入學後的教育過程處遇(87.3%)比入學進路更重要，現行入學考試方式調整政策符合教育機會均等(99.2%)。(三)就大學入學進路而言，持「福利」觀點的教育機會均等理念者會支持身心障礙學生入學大學加分優待政策(76.9%)，然應依身心障礙學生障礙類別、障礙程度採用不同的加分優待標準。(四)就大學入學過程處遇協助而言，教育人員對現行特殊教育介入與服務之同意度很高(91%以上)。本研究最後提出四點建議，提供教育實務與未來研究之參考。

This study was aimed to understand educators’ opinions concerning the provision of higher education for students with disability. The focused issues are equal opportunity of higher education， access to and treatment in universities. The methodology of this study included focus group discussion and questionnaire survey. The participants were represented from 166 universities and 206 senior high schools in Taiwan. The total number in the focus group discussion was 58 participants. The questionnaire had 569 effective responders. The response rate is 55.38%.The conclutions are as follows: First， 98% of responders agreed that those who got access to universities must reach the basic academic requirement. 73% of responders agreed with providing the bonus points to minority students on account of the multicultural conception of equal opportunity of education. It was controversial to provide the bonuspoints for the veterans， children of Foreign Service Officers， etc. Second， 87.3% responders thought that for students with disability substantive educational treatment was more important than access to higher education. 99.2% of responders held that the alternative assessment policy in the entrance examination was in accordance with theprinciple of equal opportunity of education. Third， 76.9% responders who agreed with the bonus point tended to hold the perspective of welfare. However， this policy should take the different categories and levels of disabilities into account. Fourth， most of the participants strongly accept the special education service in universities. According to these findings，four suggestions were proposed for further consideration and study in the future.