國小語文領域教科書中身心障礙人物之內容分析研究

Content Analysis of People with Disabilities in Chinese-Language Elementary School Textbooks

學校教科書對學生態度形成和人格發展的影響至鉅，教科書中對身心障礙人物的描述也會影響學生對身心障礙同學的態度。本研究旨在透過內容分析法分析國小語文領域教科書中身心障礙人物之障礙類別、發展特質、重要他人與融合教育。研究結果如下：（1）語文領域教科書中身心障礙人物分布率低，且障礙類別偏狹，以肢障的出現率最高，缺聽障、自閉症、情緒行為障礙與發展遲緩等4 類障礙；（2）教科書中偏重在障礙名人之發展特質描述；（3）國小語文領域教科書之身心障礙者人物之重要他人，包括父母、教師與同儕等；（4）教科書中有關融合教育文章僅有2 篇，主題為身心障礙學生參與班級活動過程與障礙體驗。研究者建議教科書編輯應擴增身心障礙人物文章篇幅與融合教育內容，以實踐九年一貫課程綱要人權教育議題。

Textbooks are able to shape the attitude of students. The descriptions ofpeople with disabilities in textbooks would influence students’ attitude to peoplewith disabilities. The purpose of this study was to analyze people with disabilitiesdescribed in Chinese-language elementary school textbooks, includingthe prevalence of categories of disabilities, the development of their character,significant others and inclusive education. The results of study include: (1)People with disabilities are significantly underrepresented in Chinese-languageelementary school textbooks. The most prevalent disabilities found in textbooksfocused on physical disabilities in nature. Four categories of disabilitiesneglected in textbooks including hearing impairment, autism, emotional disabilities,and developmental retardation. (2) Textbooks tended to emphasize thecharacter development of well-known people with disabilities. (3) Significantothers for people with disabilities including parents, teachers, and their peers.(4) Only two compositions regarding to inclusive education in textbooks. Thethemes focused on the participation of physically and mentally disabled studentsin class activities and experiencing disabilities.