轉動中的全球融合教育：臺灣國小教師對於融合教育態度的探究

Global Inclusion Education on the Move: A Study of Primary School Teachers’ Attitudes Towards Inclusion Policy in Contemporary Taiwan

臺灣在經過解嚴與政治自由化的歷程之後，社會與教育改革運動才得以開展，融合教育也在此一政治社會脈絡下，得以進行。與此同時，政府也開始肯認融合教育的必要，並且於1997年特殊教育法修正案通過之後，在2000年設立融合學校，開啟了臺灣融合教育政策的新頁。融合教育的成功與否，其中主要的關鍵因素之一，即是教師對於融合教育的態度。然而，在實踐層面上，教師態度的具體內涵為何？因此，本文即在探究教師融合教育的態度、教師在國民小學推動融合教育時所採取的應對策略。本文運用文獻分析與深度訪談，以瞭解研究參與者（教師）對於政府與學校實行融合教育的看法。綜合分析與歸納上述的研究資料之後，顯示幾個結果：一、臺灣融合教育的發展歷程為隔離、統合、部分融合等階段；二、未來融合教育所面臨的挑戰包括資源與支持系統的不足（人力與財力）、家長的長期參與、合適完備的師資培育課程與進修機制、社會大眾對於融合教育的保留態度等。

In Taiwan, the development of inclusive policy is linked to social and educational movements in the 1990s in the wake of the previous decades’ political liberalisation such as the lifting of martial law. It was during that period that Taiwan’s authorities began to recognise inclusion as a necessary form of educational activity and gave it a legitimate status by drafting The Special Education Act in 1997 and established the first full inclusion institute in 2000. One of the factors crucial to the successful implementation of inclusion is teachers’ attitudes towards inclusive policy. But what does this mean in practice? The paper will explore teachers’ attitudes towards inclusion and the strategies they employ in the promotion of inclusion in several primary schools in Taiwan. Research participants were asked about their views on inclusive education and practices, both implemented by government and school. Results showed certain characteristics which fall into several parts. Inclusive education in Taiwan evolved from three main stages: segregated practice, integrated programme and partially inclusion (resource classroom programme or pull out services). The challenges remained unresolved included the deficiency in resources and the support system (human power and financial budget), lack of long-term parental participation, appropriate training courses in teacher education, in-service activities and the widespread reluctance of public opinions to inclusion policy.