十二年國民基本教育特殊教育課綱（108特教課綱）的定位與特色

Positions and Features of the 12-Year Basic Education Curriculum Guidelines in Relation to Special Education Syllabus

本文指出十二年國民基本教育（十二年國教）特殊教育課程包括普通課程、特殊需求課程及課程調整三大部分，而全域課程設計應包括人本、國本、區本、校本、班本和生本六大範疇；對特殊需求學生而言，「生本」最重要。「彈性」是特殊教育工作的共同語言。在課程設計上，彈性的意義是課程調整和功能性課程設計；在教學實務上，彈性的做法是活化教學方法和實施多元彈性評量。「課程調整」是融合教育成敗的關鍵，特教教師要有效執行融合教育方案，需具備三大課程能力：既懂普教，又懂特教，還要能在兩者間進行聯繫和調整。在這方面，需要增能、授權和壯膽。特殊教育強調適性教育，需依特殊需求學生在每一項學習領域的學習功能發展情形，規劃特殊需求課程，作為實施區分性教學的依據。配合區分性課程和教學，對不同學科能力與程度的學生，做區分性或調整性的評量；評量的方式也應多元化，並且著重內在差異的評估，而非單一的能力缺損或概括的能力低下。期待透過有效的融合教育，實現「成就每一個孩子」的理想。

The basic content of special education syllabus of 12-Year Basic Education, so called the “108 Special Education Syllabus”, includes regular education curriculum, special needs curriculum, and curriculum modification. The comprehensive curricula consist of six aspects, i.e., the human being-based, the state-based, the region-based, the school-based, the classroom-based, and the individual-based. For special need students, the individual-based is the most important, and flexibility is one of the most common words for special education teachers. In curriculum design, flexibility means curriculum modification and functional curriculum construction. In practice, flexibility implies activating teaching and multi- and flexible assessment. It is believed that curriculum modification is the key to a successful inclusive education. For implementing inclusive education effectively, special education teachers must be equipped with three curriculum competencies, i.e., knowing regular education curriculum, knowing special needs curriculum, and knowing how to connect and adjust the two. It is necessary to enrich, empower, and embolden teachers in this regard. Special education is adaptive education in nature, and it is crucial to implement differentiated instruction and modified assessment based on individual student’s strength and weakness in different subject domain. It is also essential to assess special needs student’s achievement by means of multiple measures, focusing on intra-individual differences, rather than on a single or general standard. Hopefully, the goal of the 12-year basic education program, “making every student successful”, could be realized through an effective inclusive education.