特殊需求還是標籤？由批判教育學觀點解構與重構「情緒行為障礙」標籤

Special Needs or Labels? Deconstructing and Reconstructing the Label of Emotional /Behavioral Disorder From the Perspective of Critical Pedagogy

情緒行為障礙（簡稱情障）標籤的存在是引導學生獲得醫療以外，在教育環境取得額外的支持和資源，抑或加深他們在學校社會的被邊緣化或壓迫？此議題一直是障礙標籤的兩難。P. Freire的批判教育學對權力、壓迫關係、覺醒與重新命名、行動與增權賦能之反省，視教育為重要行動場域的主張，有助於對障礙標籤建構獨特的論述。準此，本文企圖以批判教育學學者Freire的取向詮釋目前校園內有關特殊教育與情障學生之標籤的爭議，從批判教育學觀點探究特殊教育與情障在融合校園之意義。本文主張，透過「重新命名」，情障標籤在教育實踐有教無類、帶好每個學生之目標下，可以發揮如下正向溝通與教育之功能：一、協助情障學生從困境中找到正確資源，提升自我認識；二、辨識情障學生之特質與需求；三、提升教師有效知能；四、架接學生所需額外的教育資源。

Is emotional behavioral disorder leading a pathway for students to obtain educational support and resources beyond medical or an oppression for them in the school and community? It is a dilemma for the label of emotional/behavioral disorder (EBD). The claim of Freire’s critical pedagogy focuses on power, oppressive relations, awakening, renaming, action, empowerment, and education which helps to construct a unique discourse on the labeling of disability. Based on this, this paper attempts to discuss the current controversy about labeling of students with emotional/ behavioral disorders from the perspective of critical pedagogy. This paper argues that, through the “renaming”, the labeling the label of disorder will lead the following purposes in the field of education, which includes: 1. helping students with EBD from the oppression to access the appropriate resource to enhance their self-awareness; 2. identifying the special needs and characteristics of students with EBD; 3. enhancing teachers’ useful knowledge and effective strategies; 4. connecting the extra education resources for students.