邁向隔離還是融合？談國中資源班與高職特教班的融合教育

Toward Segregation or Inclusion? A Discussion on the Inclusion of Resource Room Program in Junior High Schools and Special Class in Vocational High Schools

高職特教班成立至今已達15年，安置對象為國中畢業之輕度智能障礙學生，在高職裡是一個較晚近才成立的單位，在性質上屬於較為隔離的特殊教育班級型態，並且與國中特殊學生安置在普通班，部分時間至資源班上課的融合環境不同。本文將國中資源班與高職特教班的性質進行說明與比較，闡述這兩種安置型態的差異，並且整理教育部針對全國高中職特教班的評鑑報告及現有資料，歸納全國高職特教班所致力的融合教育實際作法，以作為未來國中及各高職特教班推展融合教育的參考。

It has been 15 years since the first special class in vocational high school was set up for students with mild mental retardation who were graduated from junior high schools. The class is much more segregated than the resource room program in junior high schools. However， students seem to enjoy the classes in vocational high schools than the resource room program in junior high schools. This article discusses the differences between two types of placement， and lists the efforts made to inclusion by analyzing the evaluation reports of the special classes in vocational high schools. Suggestions are provided for educators for further consideration on a quality school environment of inclusion.