大專校院自閉症學生性別平等教育課程內涵之探討

Exploration of the Content of Gender Equity Education Curriculum for Students with Autism Spectrum Disorder in Taiwanese Universities

大專校院階段自閉症學生逐年成長，自閉症雖有社會互動與社會溝通困難的核心問題，導致與人互動產生障礙，但從發展心理學的觀點而言，也有發展親密關係、自我保護……等等性別互動的需求，因而需要對其進行性別平等教育。目前我國有關大專校院自閉症學生性別平等教育的課程相當稀少，本文從融合教育、縱貫高中階段自閉症課程的觀點，以十二年國民基本教育課程大綱中的性別平等教育議題架構為基礎，分析並探究大專校院自閉症學生所需的性別平等教育課程內涵。根據分析相關文獻的研究結果顯示：一、「生理性別、性傾向、性別特質與性別認同多樣性的尊重」、「身體自主權的尊重與維護、「性騷擾、性侵害與性霸凌的防治」、「性別權力關係與互動」等方面，不論在大學普通教育或是原有的高中自閉症學生性平教材中，都受到重視；二、「性別角色的突破與性別歧視的消除」、「科技、資訊與媒體的性別識讀」、「性別與多元文化」有少量教材，仍是需要關心且投注研發的大專校院自閉症學生性別平等教育教材；三、「語言、文字與符號的性別意涵分析」、「性別權益與公共參與」目前則無任何適用於大專校院自閉症學生的性別平等教育教材，是未來可以多加關注的方向。

The number of students with Autism Spectrum Disorder (ASD) in universities is growing year by year. Although ASD is characterized by core challenges in social interaction and communication, from a developmental psychology perspective, these ASD students also have needs related to gender interactions, such as developing intimate relationships and self-protection. Therefore, gender equity education is necessary. Currently, there is a scarcity of gender equity education programs specifically designed for students with ASD in universities in Taiwan. This article analyzes and explores the content of gender equity education curriculum necessary for students with ASD in universities, based on the framework of gender equity education issues outlined in the 12-Year Basic Education Curriculum Guidelines, and from the perspectives of inclusive education and the longitudinal curriculum of autism education at the high school level.
The results of analyzing relevant literature show the following:
1. Areas such as“respect for diversity in biological sex, sexual orientation, gender characteristics, and gender identity,”“respect for and protection of bodily autonomy,”“prevention of sexual harassment, sexual assault, and sexual bullying,”and“gender power relations and interactions”are emphasized in both university general education and existing high school autism gender equity education materials.
2. Topics like“breaking gender roles and eliminating gender discrimination,”“gender literacy in technology, information, and media,”and“gender and multiculturalism”are covered to a limited extent in the existing materials but remain areas that require attention and further development for gender equity education materials for students with autism in higher education institutions.
3. Currently, there is no gender equity education material for students with autism in universities that covers“analysis of the gender connotations of language, text, and symbols”or“gender rights and public participation.”These are areas that could benefit from further attention in the future.