學生適應學校，還是學校適應學生？

Should Students Adapt to School Environments? Or Should School Environments Adapt to Students?

對於學生進入校園學習，出現校園適應欠佳的情緒行為，教育主管單位設置有完備的處置流程。從第一線教師，到學校輔導教師、特教教師，乃至教育局局端的學生輔導諮商中心和特殊教育資源中心，都有文件上完整的鋪陳。惟大人乃依循著自己的標準，來評斷孩子是否符合標準。輔導流程執行後，仍有許多難以克服的困境。教師習於以注意力不足過動症為由，解釋這類學生的行為，要求家長帶學生去兒童心智科就診，將教育的問題直接推到醫療處遇，使需要協助的學生被貼上生病的標籤。原本是適應的問題、個人特質、甚至是教師或家長的因素等，都變成是孩子個人腦部的不正常疾病所致。本文最後提出「神經多樣性」的觀點，期待以改變環境來使注意力、活動力與情緒多樣性的孩子都能適得其所。

The relevant educational institutions should be capable of conducting a complete and thorough solution and process when students demonstrate relatively less appropriate emotional and behavioral disorders. There is a process on paper from the teachers, counseling faculty, special education teachers to the counseling centers and special education centers of the local education bureaus. Nevertheless, there is a certain number of amount of adults to evaluate if the behaviors of children meet certain standards. As the counseling process is being conducted, there are still obstacles to be overcome. Our faculty members tend to interpret certain types of students’ behaviors as ADHD and hence encourage parents to tackle the issues through psychological medical treatments. As the issues in the education field are attributed to medical causes and handled through medical treatments, the students who need help and assistance are hence labeled as patients, which leads to the issues due to the factors of adaptation, personal traits or schools and families being attributed to the causes of mental illness. The article proposes changing environments for children with different levels of attention, energy and emotion to find their places from the perspective of neurodiversity in the end.