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題名:漫慢融合─嚴重自閉症者的母親與特教教師從融合教育出發之敘事探究
作者:陳秋惠
作者(外文):Chiou-Huei Chen
校院名稱:國立東華大學
系所名稱:教育與潛能開發學系
指導教授:洪清一
鍾莉娟
學位類別:博士
出版日期:2021
主題關鍵詞:融合教育自閉症家長敘事生命故事Inclusion EducationASDParent NarrativeLife Story
原始連結:連回原系統網址new window
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我以一位特教教師的角色,邀請一位養育嚴重自閉症孩子的母親參與故事協作,以融合教育主題進行敘事探究。本研究透過面談、電訪與書信等長時間對話交流,呈現出這位母親帶著嚴重自閉症孩子所走過的十二年國民義務教育之融合教育歷程。在漫長的教育歷程中,看見一位嚴重自閉症者的母親在融合之路鍥而不捨的堅持。這位母親在孩子確診自閉症後,一路走來所發展出的教育信念與實踐,也深深影響身為特教教師的在特殊教育職場中的融合教育實踐思維。在教養信念中,家長對自閉症的孩子設定明確的發展目標,對學校環境的期待僅聚焦於社會互動項目,並且自我賦權長使家長角色成為學校與孩子的穩定支持。對於自閉症教養實踐行動上,家長首重自閉症孩子的情緒發展,並多元嘗試建立語言溝通管道,最後透過安排居家訓練提升生活自我照顧能力。而我從中感受到持續完備融合教育現場的支持系統與家長賦權增能,將教育決定權回歸家長,促進自閉症者能力評估回歸至教育需求面的支持,而非成為參與融合教育的門檻。
This is a narrative study about inclusion education between a mother of a child with severely autistic spectrum disorder and special education teacher. This research conducted long-term data collection through interviews, telephone interviews, and e-mails. The story shows the twelve-year national compulsory education that the mother has gone through with her severely autistic child. The educational beliefs and practice that this mother developed along the way after her child was diagnosed with autism also deeply influenced the practical thinking of inclusion education as a special education teacher in the special education workplace. There are some core beliefs as follows. Set clear development goals for children with autism. The expectation of the school environment only focuses on social interaction projects. The self-empowerment leader makes the parent role a stable support for the school and the child. And I think it’s important to complete the support system of the inclusion education and the empowerment of parents. Parents should have the decision-making power of education. The performance of autistic children should be discussed from the demand, rather than the threshold for participating of inclusion education.
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