弱勢學童「多層次學習支援系統模式」之詮釋與反思

The Model of Multi-tier Learning Support System For Disadvantaged Children: Its Interpretation and Reflection

本研究主要是以一所小學七位教育相關人員（包含一位行政人員、四位教師與兩位弱勢學童家長）對研究者專為學習困難的弱勢學童，所設計之「多層次學習支援系統模式」的訪談意見（以陳淑麗之「雙重學習支援系統模式」為改編模式之參考），做為文本資料分析之來源，並採用高淑清之「主題分析法」為資料分析方法，最後獲得三項結論：一、就系統的觀點而言，「雙層」的學習支援系統模式。能否有效降低下一層級的弱勢學童人數及滿足各類弱勢學童的需求，有待進一步思考；二、本研究就詮釋者（研究者）藉由與受訪者在訪談過程中的生活經驗的交流，尋求「視野」（視域）與文本作者（受訪者）有更多交融的機會；三、學習障礙學生在實質上包含學習成就低落之學生，而學習成就低落之學生並非即是學習障礙學生，為了能實現無縫、正義且公平之教育理想，應依據弱勢學童的個別狀況，在家長與教師雙方皆同意的情況下，為其選擇最符合其需求之教育服務與安置型態。

The study used the text of interview on seven educational stakeholders, including one administrator, four teachers and two parents from disadvantaged background. Using interviews as the text for analysis, the researcherdesigned a multi-tier support learning support system, adapted from the double-tier support learning system from Chen), to meetthe needs of children with learning difficulties. In the process of data analysis, Kao’s “thematic analysis” was employed as the method. As a result, three conclusions has been reached. Firstly, in terms of system, the researcher holds doubts againstthe effects of the doule-tier model on reducing the numbers of next tier and on satisfaction with disadvantaged children’s various needs. Secondly, the study seeks to create more opportunities for the interviewees to be blended into the fusion of their horizons. Thirdly, the category of students with learning disabilities includethe ones with low learning achievements, but they are not the same. To realize the seamless, fair and equitable pedagogical goals, we should act in accordance with both the parents and teachers’ consent and thereby choose the educational service and type of placement best suitable and responsive to their needs.