第六十七輯．第三期 - 2021-09-30

重思學習障礙之定義與鑑定：一個特殊教育社會學的觀點

Reconsidering the Definition and Identification of Learning Disability: A Perspective of Sociology of Special Education

作　者：
楊巧玲 / Chiao-ling Yang
關鍵字：
學習障礙、鑑定安置、缺陷思維、特教需求、健全常規 / learning disability, identification and placement, deficit thinking, special education needs, ableist normativity assumption
  • 摘要
  • 英文摘要
  • 參考文獻
  • 全文下載
本研究延續批判教育學傳統，揭露教育理念與學校實務間的矛盾，聚焦於學習障礙類之定義與鑑定，採取社會學的觀點，檢視學習障礙如何是社會建構的產物。資料來源以訪談為主、文件檔案為輔。結果歸納三點發現：一、製造學障：從無到有再到高出現率；二、灰色地帶：學障與低成就難以切割；三、特教需求：文化刺激不足不易排除。進而提出三點討論：一、教育相關體系生產特教需求；二、特教需求反映健全常規預設；三、健全常規預設強化缺陷思維。最後做成結論、提出反思：一、學障乃一需求／供應鏈體系；二、「需求」與「缺陷」是一體兩面；三、反映健全常規預設以及對人口品質的焦慮。本研究呼籲重新省思學障類別之定義與鑑定，以免背離實現教育機會均等、尊重多元文化差異之政策與願景。
On behalf of the tradition of critical education, this study discloses the contradiction between educational ideals and school practices focusing on the definition and identification of learning disability (LD). It intends to examine how LD is socially constructed. Data come from interviews and documents. Three findings include, 1, Manufacturing LD: from nonexistence, occurrence, to high-visibility; 2. Gray zone: hard to tell LD from low achievement; 3. Special needs: difficult to exempt from inadequate cultural stimuli. Thus formulate three points for discussion: 1. The entire educational system produces special education needs; 2. Special education needs reflect the assumption of ableist normativity; 3. Ableist normativity reinforces deficit thinking. This study concludes with three statements: 1. It is a system of demand and supply chain; 2. Needs and deficits are two sides of the same coin; 3. It mirrors the assumption of ableist normativity and an anxiety about population quality. It is important to reconsider the definition and identification of LD for fear of contravening the policy and vision of equal education opportunity and cultural diversity.

于承平（2016）。臺灣融合教育教師師資供需現況及問題探究。學校行政雙月刊，102，140-160。

[Yu, C.-P. (2016). Discussion and reflection on inclusive education teachers supply and demand and its problems

　　in Taiwan. School Administrators, 102, 140-160.]

立法院法律系統（無日期）。特殊教育法—立法沿革。2020年10月1日，取自

　　 https://lis.ly.gov.tw/lglawc/lawsingle?0^C48160C40C06E6C48160C0970606E49166C00E0626D0916EC4

　　0C

[Legislative Yuan Law System (n.d.). The Special Education Act—Legislative evolution. Retrieved October 1,

　　2020, from https://lis.ly.gov.tw/lglawc/lawsingle?0^C48160C40C06E6C48160C0970606E49166C00E0626

　　D0916EC40C]

身心障礙及資賦優異學生鑑定辦法（2013）。取自https://law.moj.gov.tw/LawClass/LawAll.aspx?pcode=H

　　0080065

[Regulations of Identifying Disabled and Gifted Students. (2013). from https://law.moj.gov.tw/LawClass/LawAll.

　　aspx?pcode=H0080065]

吳武典（2011）。我國特殊教育之發展與應興應革。載於吳清基、吳清山、溫明麗等，我國百年教

　　育回顧與展望（頁199-220）。新北市：國家教育研究院。

[Wu, W.-T. (2011). The development and necessary reform of special education in Taiwan. In C.-C Wu, C.-S. Wu,

　　& M.-L. Wen (eds.), The retrospect and prospect of education for a century in Taiwan (pp.199-220). New

　　Taipei City: National Academy for Educational Research.]

吳恭瑞（2010）。國小學習障礙學生對資源班安置知覺之研究。國立臺北教育大學特殊教育學系學位論

　　文，未出版。

[Wu, G.-R. (2010). A qualitative study on the perception of elementary school students with learning disabilities

　　about resource room placement (Master's thesis). Available from National Digital Library of Theses and

　　Dissertations in Taiwan.]

吳瑋聰（2009）。應用差距標準與教學反應分析於學習障礙學童鑑定。國小特殊教育，48，32-40。

[Wu, W.-T. (2009). Applying discrepancy standard and analysis of teaching response to identify students with LD.

　　Special Education for the Elementary School, 48, 32-40.]

宜蘭縣（2018）。宜蘭縣各國民中小學及學前身心障礙特殊教育班級與員額人力設置要點。2020年8月

　　10日，取自http://glrslaw.e-land.gov.tw/LawContent.aspx?id=GL000363

[Yilan County (2018). Regulation of Special Education Class and Staff for K-9 in Yilan. Retrieved August 10,

　　2020,from http://glrslaw.e-land.gov.tw/LawContent.aspx?id=GL000363]

林大森（2001）。家庭教育資源對教育分流、教育取得之影響。國立政治大學社會學報，31，45-75。

[Lin, T.-S. (2001). The effect of family educational resources on tracking and educational status attainment. The

　　NCCU Journal of Sociology, 31, 45-75.]

林佩欣（2007）。從一個資源班教師的觀點來看普通學校實施融合教育的問題。特殊教育季刊，

　　104，28-33。

[Lin, P.-H. (2007). The problems of a regular school implementing inclusive education: from a 

　　resource classroom teacher's perspective. Special Education Quarterly, 104, 28-33.]

洪巧珣、林宏熾（2010）。國小階段身心障礙資源班教師多元文化教育素養及其相關因素之研究。

　　特殊教育學報，31，53-84。

[Hung, C.-H. & Lin, H.- C. (2010). A study on multicultural education literacy and its related factors for

　　elementary resource room teachers. Journal of Special Education, 31, 53-84.]

洪儷瑜（2006）。學障教育在臺灣的第一個三十年--回顧與展望。特殊教育季刊，100，3-15。

[Hung, L.-Y. (2006). The first thirty years of learning disabilities in Taiwan. Special Education Quarterly, 100, 3-

　　15.]

胡永崇（2005）。以教學反應（RTI）作為學習障礙學童鑑定標準之探討。屏師特殊教育，11，1-9。

[Hu, Y.-C. (2005). A discussion on using response to intervention as a criterion to identify students with LD. Ping

　　Shih Special Education, 11, 1-9. ]

胡永崇（2013）。從特殊教育的觀點檢討我國學習障礙的定義與鑑定標準。國小特殊教育，56，1-16。

[Hu, Y.-C. (2013) Examining the definition and identification criteria of LD in Taiwan from special education

　　perspective.Special Education for the Elementary School, 56, 1-16. ]

高雄市政府（2014）。高雄市立高級中等以下學校及幼兒園身心障礙分散式資源班設置要點。2020年10月

　　1日，取自https://www.kh.edu.tw/rules/getDirectory/126

　　Kaohsiung City Government(2014). Regulations on setting the decentralized resource class for the disabled

　　students from K to 12 in Kaohsiung. Retrieved October 1, 2020,from https://www.kh.edu.tw/rules/getDirect

　　ory/126]

高雄市政府教育局（2019）。高雄市108學年度國民教育階段學習障礙學生鑑定安置工作實施計畫。

　　高雄市：高雄市政府。

[Bureau of Education, Kaohsiung (2019). The plan for the identification and placement of students with LD in

　　elementary and junior high schools, 2019 academic year. Kaohsiung City: the Author.]

國家教育研究院（無日期）。十二年國民基本教育課程綱要總綱。2021年1月4日，

　　取自 https://www.naer.edu.tw/upload/1/16/doc/288/%E5%8D%81%E4%BA%8C%E5%B9%B4%E5%9

　　C%8B%E6%95%99%E8%A　A%B2%E7%A8%8B%E7%B6%B1%E8%A6%81%E7%B8 %BD%E7%

　　B6%B1.pdf

[National Academy for Educational Research (n.d.). Curriculum guidelines of 12-year basic education:

　　General guidelines. Retrieved January 4, 2021, from https://www.naer.edu.tw/upload/1/16/doc/288

　　/%E5%8D%81%E4%BA%8C%E5%B9%B4%E5%9C%8B%E6%95%99%E8%AA%B2%E7%A8%

　　8B%E7%B6%B1%E8%A6%81%E7%B8%BD%E7%B6%B1.pdf]

張芬芬（2010）。質性資料分析的五步驟：在抽象階梯上爬升。初等教育學刊，35，87-120。

[Chang, F.-F. (2010). The five steps of qualitative data analysis: climbing up a ladder of abstraction. Journal of

　　Elementary Education, 35, 87-120.]

張恆豪（2007）。特殊教育與障礙社會學：一個理論的反省。教育與社會研究，13，71-94。

[Chang, H.-H. (2007). Special education and sociology of disability: a theoretical reflection. Formosan Education

　　and Society, 13, 71-94.]

張春興（1974）。教育心理學的誕生與發展，師大學報，19，177-200。

[Chang, C.H. (1974). The birth and development of educational psychology. Journal of National Taiwan Normal

　　University, 19, 177-200.]

張嘉文（2009）。檢視台灣融合教育的研究與發展實務。網路社會學通訊，83。2020年9月1日，取自

　　http://www.nhu.edu.tw/~society/e-j/83/8311.htm

[Chang, C.-W. (2009). Examining Taiwan’s inclusive education research development and its practice. Internet

　　Sociology Communication, 83. Retrieved September 1, 2020, from http://www.nhu.edu.tw/~society/e-j/83/

　　8311.htm]

張嘉文（2010）。台灣校長對特殊教育需求定義的觀點之社會學研究。特殊教育研究學刊，35 （2），

　　1-27。

[Chang, C.-W. (2010). A sociological study of principals’ perspectives on the definition of special educational

　　needs (SEN) in Taiwan. Bulletin of Special Education, 35(2), 1-27.]

張蓓莉（2009）。臺灣的融合教育。中等教育，60（4），8-18。

[Chang, B.-L. (2009). Inclusive education in Taiwan. Secondary Education, 60(4), 8-18.]

教育部（2015）。全球資訊網—即時新聞—持續協助，看見孩子的進步。2020年8月10日，取自

        https://www.edu.tw/news_Content.aspx?n=9E7AC85F1954DDA8&s=C37F8FA8128BA683

[Ministry of Education (2015). Global information net—instant news—keep helping to see children’s

　　progress. Retrieved August 10, 2020, from https://www.edu.tw/news_Content.aspx?n=9E7AC8

　　5F1954DDA8&s=C37F8FA8128BA683]

教育部（2020）。一o九年度特殊教育統計年報。2020年7月10日，取自https://www.set.edu.tw/actclass/

　　fileshare/default.asp

[Ministry of Education (2020a). Annual statistics of special education—year 2010. Retrieved July 10, 2020,

　　from https://www.set.edu.tw/actclass/fileshare/default.asp]

教育部部史（無日期）。重大教育政策發展歷程。2021年1月4日，取自http://history.moe.gov.tw/policy.

　　asp?id=7

[History of MOE (n.d.). The development process of crucial educational policies. Retrieved January 4, 2021,

　　from http://history.moe.gov.tw/policy.asp?id=7]

教育部特殊教育通報網（無日期）。一般學校各縣市特教類別學生數統計(身障)。2020年10月1日，

　　取自https://www.set.edu.tw/stastic_web/sta2/default.asp

[Special Education Transmit Net, MOE (n.d.). Statistics of student numbers with respect to special education

　　categories by city/county. Retrieved October 1, 2020, from https://www.set.edu.tw/stastic_web/sta2/default.

　　asp]

教育部統計處（無日期）。教育統計查詢網—各級學校學生數—國小（各學年度總計公私立別、性別）。

　　2020年10月1日，取自https://stats.moe.gov.tw/qframe.aspx?qno=MQA1AA2

[Department of Statistics, MOE (n.d.). Educational statistics data set—all student numbers— elementary school.

　　Retrieved October 1, 2020, from https://stats.moe.gov.tw/qframe.aspx?qno=MQA1AA2]

許志成（2007）。一群山區資源班學童生活面貌之敘說探究。國立屏東教育大學心理與輔導學系學位

　　論文，未出版。

[Xu, Z.-C. (2007). The narrative of a group of special child's life (Master's thesis). Available from National Digital

　　Library of Theses and Dissertations in Taiwan.]

郭峰誠、張恆豪（2011）。保障還是限制？定額進用政策與視障者的就業困境。臺灣社會研究季刊，

　　83，95-136。

[Kuo, F.-C. & Chang, H.-H. (2011). Protection or restriction? Employment quota policy and life experiences of

　　persons with visual impairment in labor market. Taiwan: A Radical Quarterly in Social Studies, 83, 95-136.]

陳淑麗、洪儷瑜、曾世杰（2007）。轉介前介入在學障鑑定之可行性研究：以原住民低成就國小學童

　　為例。特殊教育研究學刊，32（2），47-66。

[Chen, S.-L., Hung, L.-Y., Tzeng, S.-J. (2007). The feasibility of a pre-referral intervention program in LD

　　identification: using a reading intervention program for aboriginal underachievers as anexample. Bulletin of

　　Special Education, 32(2), 47-66.]

黃柏華、梁怡萱（2005）。轉介前介入於特殊教育中的角色探析。特殊教育季刊，95，1-11。

[Huang, P.-H. & Liang, Y.-H. (2005). An inquiry into the role of pre-referral intervention in special education.

　　Special Education Quarterly, 95, 1-11.]

新北市特教資訊網（2020）。鑑定安置—新北市學習障礙鑑定及亞型研判補充說明。2020年9月1日，

　　取自https://www.sec.ntpc.edu.tw/Counseling/Details/395

[Special Needs Education of New Taipei City (2020). Identification and placement—Supplemental instruction

　　of identifying LD and judging its subtypes. Retrieved September 1, 2020, from https://www.sec.

　　ntpc.edu.tw/Counseling/Details/395]

楊巧玲（2020）。解構新移民子女教育研究中的缺陷思維論述。臺灣教育社會學研究，20（2），39-90。

[Yang, C.-L. (2020). Deconstructing the discourse of deficit thinking in research on the education of new

　　immigrants’ children. Taiwan Journal of Sociology of Education, 20(2), 39-90.]

溫國珍（2012）。不同教育安置環境下國小學習障礙學生學習態度與自我概念初探。東華特教，47，

　　15-19。

[Wen, K.-C. (2012). An exploration to the learning attitude and self-concept of elementary LD students under

　　different placement. Dong Hwa Special Education, 47, 15-19.]

鄭麗雪（2010）。教學反應（RTI）—學習障礙鑑定的新趨勢。國小特殊教育，49，99-106。

[Cheng, L.-H. (2010). Response to Intervention (RTI) : A new trend to identify learning disability. Special

　　Education for the Elementary School, 49, 99-106.]

薛承泰（1996）。影響國初中後教育分流的實證分析：性別、省籍、與家庭背景的差異。台灣社會學

　　刊，20，49-84。

[Hsueh, C.-T. (1996). Analyzing the family background effect on the tracking of post-junior high education.

　　 Taiwanese Journal of Sociology, 20, 49-84.]

Apple, M. W. (2004). Curriculum and ideology (Third edition). New York: RoutledgeFalmer.

Baker, B. (2002). The hunt for disability: the new eugenics and the normalization of school children. Teachers

　　College Record, 104 (4), 663-703.

Bazeley, P. (2021). Qualitative data analysis: Practical strategies (Second edition). London: Sage.

Berg, B. (2012). Qualitative research methods for the social sciences (Eighth edition). Boston, MA: Allyn and

　　Bacon.

Borkan, J.M. (1999). Immersion/crystallization. In B.F. Crabtree & W.L. Miller (eds.), Doing qualitative

　　research (pp.179-194). Newbury Park ,CA: SAGE.

Burman, E. (2008). Deconstructing developmental psychology (Second edition). London: Routledge.

Campbell, F. (2000). Eugenics in a different key? new technologies and the ‘conundrum’ of ‘disability’. In M.

　　Crotty, J. Germov & G. Rodwell (eds.), “A race for a place”: Eugenics, Darwinism and social thought and

　　practice in Australia, Proceedings of the History and Sociology of Eugenics Conference (pp. 307-318).

　　Callaghan (NSW): University of Newcastle.

Danforth, S. & Rhodes, W. (1997). Deconstructing disability: a philosophy of inclusion. Remedial and Special

　　Education, 18(6), 357-366.

Ferri, B. A. & Connor, D. J. (2005). Tools of exclusion: race, disability, and (re)segregated education. Teachers

　　College Record, 107(3), 453-474.

Foucault, M. (1977). Discipline and punish: the Birth of the prison. New York: Pantheon Books.

Foucault, M. (1984). Polemics, politics and problematizations: an interview with Michel Foucault. In P. Rainbow

　　(ed.), The Foucault reader (pp.381-390). New York: Pantheon Books.

Foucault, M. (2001). So is it important to think? In J. D. Faubion (ed.), Power: The essential works of Foucault,

　　1954-1984, Vol. 3. New York: New Press.

Gabel, S. L. & Connor, D. J. (2008). Theorizing disability: implications and applications for social justice in

　　education. In W. Ayers, T. Quinn, & D. Stovall (Eds.), The handbook of social justice in education

　　(pp. 377-399). New York: Lawrence Erlbaum.

Kidder-Ashley, P., Deni, J., & Anderton, J. (2000). Learning disabilities eligibility in the 1990s: an analysis of

　　state practices. Education, 121(1), 65-72.

Kirp, D. L. (1974). The great sorting machine. Phi Delta Kappan, 55(8), 521-525.

Mitchell, D. (1999). Foreword. In H. Stiker, A history of disability (pp.vii-xiv). Translated by W. Sayers. Ann

　　Arbor, MI: University of Michigan Press.

Oakes, J. (2005). Keeping track: How schools structure inequality (Second edition). New Haven, CT: Yale

　　University Press.

Organisation for Economic Co-operation and Development. (2020). PISA 2018 Results (Volume V): Effective

　　Policies, Successful Schools, PISA, OECD Publishing.doi:10.1787/ca768d40-en.

Ogbu, J. (1974). The next generation: An ethnography of education in an urban neighborhood. New York:

　　Academic Press.

Pearl, A. (1997). Cultural and accumulated environmental deficit models. In R. Valencia (ed.), The  evolution

　　of deficit thinking: Educational thought and practice (pp. 132-159). London:Falmer.

Petit-McClure, S. H. & Stinson, C. (2019). Disrupting dis/abilization: a critical exploration of research methods to

　　combat white supremacy and ableism in education. Intersections: Critical Issues in Education, 3(2), 73-90.

Piaget, J. (1970). Science of education and the psychology of the child. New York: Grossman.

Skrtic, T. (1986). The crisis in special education knowledge: a perspective on perspective. Focus on Exceptional

　　Children, 18(7), 1-16.

Slee, R. (2001). Driven to the margins: disabled students, inclusive schooling and the politics of possibility.

　　Cambridge Journal of Education, 31 (3), 385-397.

Sleeter, C. (1986). Learning disabilities: the social construction of a special education category. Exceptional

　　Children, 53(1), 46-54.

Spring, J. (1976). The sorting machine: National educational policy since 1945. New York: David McKay

　　Company.

Stiker, H. (1999). A history of disability (Translated by William Sayers). Ann Arbor, MI: University of Michigan

　　Press.

Thorius, K. (2019). Facilitating en/counters with special education’s cloak of benevolence in professional learning

　　to eliminate racial disproportionality in special education. International Journal of Qualitative Studies in

　　Education, 32(3), 323-340. DOI: 10.1080/09518398.2019.1576945

Tomlinson, S. (1981). Educational subnormality: A study in decision-making. London: Routledge & Kegan Paul.

Valencia, R. R. (2010). Dismantling contemporary deficit thinking: Educational thought and practice. New York:

　　Routledge.

Ware, L. (2000). Writing, identity, and the other: dare we do disability studies? Journal of Teacher Education, 52

　　(2), 107-123.

全文下載