中途學校營造友善的教育環境之個案研究

Transition School and Friendly Educational Environment–A Case Study

中途學校安置從事性交易的不幸少女，實施為期2年的特殊教育，中途學校的運作與友善校園的概念是息息相關的。本研究以臺灣地區一所獨立式中途學校為對象，探討中途學校如何營造友善的教育環境，研究發現：一、個案學校具有教育與社工的雙重系統，執行24小時全年無休的教育任務，行政團隊透過摸索與討論，逐步建立制度傳承。二、校長具備輔導與教育專長，全心投入校務發展，以專業、堅持及包容，扮演療傷者的角色。三、教師的流動率雖然高，但具有相互支持與合作的教師文化，並透過參與專業發展研習，精進教育專業知能。四、校長引進外部諮詢專家顧問，協助教師進行課程發展，強化教學內涵，落實全人教育的理念。五、學校提供個別化的學生輔導與轉銜，建立溫暖關懷的師生關係，並致力重建親子關係。

Female juvenile prostitutes are forced to a two-year special education program in transition school. Basically， the operation of transition school is guided by the idea of friendly campus. In this study， a transition school in Taiwan is picked up as our subject of investigation. Our purpose is to understand the different approaches in the building of a friendly educational environment. As results， one finds that: 1. A dual system combining education and social work is used. That is a 24-hour and year-round education. Administrative team gradually develops rules and regulations from experience and by discussions. 2. The role of the principals: they are proficient in counseling and education， and fully dedicated as a healer of persistence and tolerance. 3. Despite a high turnover rate of teachers， a teacher culture is built. That is a community of mutual support and cooperation， and constant learning of professional knowledge and skills. 4. There is a certain assistance to teachers from counseling experts and consultants from outside in developing curricula and improving the contents for implementation. 5. Individual student counseling and transition services are offered to all. As such， warm and caring teacher-student relationship would be of great help in restoring the parent-child relationships.