特教教師參與專業學習社群發展校本課程共創融合校園──以臺北市一所國中為例

Building an Inclusive School Environment: Special Education Teachers in Professional Learning Communities - A Case Study of a Taipei Junior High School

本文以一名臺北市國中特教教師的視角，回顧於108學年度至110學年度，在校園中組建跨領域專業學習社群的歷程。該社群以〈兒童權利公約〉與〈身心障礙者權利公約〉為主軸，與教師共同備課，設計涵蓋權利議題的學校本位課程。本文旨在探討透過專業學習社群的共備與討論，如何影響社群成員對融合教育概念與價值觀的認識，並藉由校本課程實施，促進普通學生對個體差異之尊重與理解。文章首先回顧專業學習社群發展歷程，接著描述校本課程內容，最後藉由筆者的觀察與資料分析，討論課程所帶來之影響並提出結論。

From the perspective of a special education teacher at a Taipei City junior high school, this article examines the development of building an interdisciplinary Professional Learning Community (PLC) at the school from the 108th to the 110th academic year. The PLC focused on the Convention on the Rights of the Child and the Convention on the Rights of Persons with Disabilities, while collaborating with teachers to co-develop school-based curricula rights-related topics. This article aims to explore how the Co-Planning and discussions within the PLC influence members' understanding of the concepts and values of inclusive education, and how the implementation of the school-based curriculum fosters respect and understanding of individual differences among general education students. The article first reviews the development of the PLC, then describes the school-based curriculum, and finally discusses the impact of the curriculum and draws conclusions through the author's observations and analysis of students’ learning sheets.