一所國中融合教育合理調整的實踐

The Practices of the Inclusive Education in Taiwan - Reasonable Accommodation in a Junior High School as An Example

《身心障礙者權利公約》及《特殊教育法》都規定身心障礙學生應在融合的環境下接受教育，在融合教育脈絡之下，「合理調整」概念該如何應用及實踐，仍有待討論。本研究採用個案研究法，並以質性研究方法蒐集資料，探究「合理調整」之流程及其運作上之困難。研究發現，在「合理調整」支持下，特殊生可以獲得更多平等參與的機會與能力。而「合理調整」的運作流程可以分為提出需求、考量需求、形成共識、執行調整及評估修正等步驟，在判斷「合理調整」時應考量其目的性、關聯性及比例性，在執行時應尊重當事人感受。最後，研究者建議學校單位應建立「合理調整」的內部運作流程，以有效地取得共識，而教育主管單位應穩定補助合理調整之經費，並減化經費申請之文書量，方能有效因應合理調整。

Both the Convention on the Rights of Persons with Disabilities (CRPD) and the Special Education Act stipulate that students with disabilities should receive education in an inclusive environment. The application and practice of “reasonable accommodation” within inclusive education systems needs further discussion. Through a case study approach, the study explored the operational process of “reasonable accommodation” and its challenges of implementation. The study found that “reasonable accommodation” facilitates the implementation of inclusive education effectively. The process follows five key stages: requesting, consideration, consensus formation, implementation, and evaluation revision. When assessing “reasonable accommodation”, its purpose, relevance, and proportionality should be considered. Finally, the researcher suggests that the school unit should establish internal procedures for reaching consensus on “reasonable accommodation”, and the education authorities should provide consistent funding support for “reasonable accommodation”.