特教學童的最佳利益？從《特殊教育法》隱藏的污名化談起

The Best Interests of Special Education Students?--The Hidden Stigma in the Special Education Act

我國《特殊教育法》自1984年立法以來，法條中「身心障礙學生」一詞，至今逾三十多年未作修正，本文藉由比較《特殊教育法》及《身心障礙者權益保障法》對於「身心障礙者」之規定，發現《特殊教育法》對於「身心障礙兒童」的「判定」及標記方式，比《身心障礙者權益保障法》更易引發制度性的污名。由於法律用語有引導及傳散思想、觀念之標竿作用，基於保障兒童最佳利益，筆者建議應檢視《特殊教育法》對學習特殊需求兒童的「命名」、「分類」過程，以「正名」為要務，避免「障礙」／「非障礙」或「正常」／「異常」二分法所導致的歧視。

The term, disability, in《The Special Education Act》in Taiwan has not been amended for more than 30 years. This paper aims to point out the possible discrimination caused by the misuse of the call which《The Special Education Act》 gives to the students with special educational needs. The meaning of the word “disability” used in《The Special Education Act》is not equal to that used in《People with Disabilities Rights Protection Act》. People may be confused why the same term is used but is given distinct concepts in different laws. Therefore, the author advocates further discussion in the rectification of naming the students with special educational needs so as to avoid any discrimination and to ensure their best interests.