脈絡化理解與系統合作處理學生情緒行為議題

Contextual Understanding and Systemic Collaboration in Managing Students’ Emotional Behavioral Issues

融合教育的政策下，當第一線的教育工作者面對有情緒行為議題的學生，該如何兼顧個別化教育計畫中學生特殊需求評估並提供適切的教育介入課程，同時又能帶著創傷知情照護的視角，進行有效的親師生間溝通、理解與輔導評估？這必須仰賴相輔相成又缺一不可的跨領域協力合作。然而，這樣的理想系統合作的想像，往往在教育現場中分工清楚、合作不易的實務困境，以及處理個案情緒行為之危機事件下崩解。一向著重能力與行為導向及標準化作業與量化評估的特殊教育，如何回到對於以學習者為主體的肯認差異與彈性調整，是本文希望聚焦的。本文透過校園田野與批判反思，試圖提供教育工作者具體可行之行動策略。

According to inclusive education policies, it requires interdisciplinary cooperation of all frontline educators assisting students with emotional behavioral issues to develop an individualized educational program (IEP) that includes assessment of students’ special needs and appropriate educational interventions while utilizing trauma-informed care approach to foster effective communication and understanding among teachers, parents, and students. However, this kind of ideal systematic cooperation often falls short in practice due to the lack of effective communication and collaboration among educational team members and the focus on managing students’ emotional behavioral crises. It is important for special educators to rethink their service model of focusing on standardized operation and quantified assessment of competency and behaviors, and to return to a learner-centered model of affirming differences and providing flexible adjustments in education. This essay attempts to use some field observations and critical reflections to provide educators some concrete action strategies.