共舞泥淖之上──中學輔特教師合作支持情緒行為障礙學生之正向經驗探究

Exploring Positive Collaboration Between Special Education Teachers and School Counselors in Supporting Students with Emotional and Behavioral Disorders

近年政策引導輔導教師與特教教師在校園內合作，然一些研究中看見其困境。本文探究中等教育階段輔特教師合作服務情緒行為障礙學生鑑定前後歷程的正向經驗，採質性研究以立意取樣透過半結構式深度訪談4名研究參與者（2組輔特教師），並透過紮根理論取向分析資料，試圖找出正向合作的關鍵成分。研究發現輔特教師合作如「共舞泥淖中」，泥淖的阻力像是系統中無法免除「周遭偏見」與「專業區隔難題」，需有對「共舞角色知覺」才能避免錯誤期待，並透過「調節自己」心態，才能「看見彼此」付出，並冷靜地「踏實現狀」，進而協調彼此而更省力。研究最後對輔特合作實務與研究提出建議。

Recent policies have regulated and guided school counselors and special education teachers (SP-SC) to collaborate in schools, though some research has revealed challenges. This study explored the positive experiences of SP-SC collaboration in supporting students with emotional and behavioral disorders in secondary schools. Using qualitative research with purposive sampling, semi-structured in-depth interviews were conducted with four research participants (two pairs of SP-SC teachers) and data was analyzed using a grounded theory approach to identify key components of positive collaboration. The study found that collaboration between SP-SC teachers is like “dancing together in the mud”, where the resistance of mud represents unavoidable systemic challenges like “prejudices” and “professional boundaries”. To overcome these challenges, both SP and SC need to understand their shared roles to avoid unrealistic expectations. By adjusting their mindsets, teachers can appreciate each other’s contributions, work effectively within the existing constraints, and achieve smoother coordination. The study concludes with practical implications, limitations, and suggestions for future research.