智能障礙者性別平等教育之協力夥伴：整合教師課程與家長親職觀點之文獻回顧

Collaborative Partnerships in Gender Equality Education for Individuals with Intellectual Disabilities: A Literature Review Integrating Educational and Familial Perspectives

智能障礙者為性侵害風險的高危群體。Paulauskaite et al.（2022）的系統性回顧指出，智能障礙者在性與人際關係的知識與技能有限，其經歷非預期懷孕、性傳染病與性虐待的風險為一般人群的兩倍。此結果顯示，落實性別平等教育為特殊教育領域的迫切課題，但亦面臨諸多挑戰與限制。為回應此議題，本研究採用文獻分析法，探討性別平等教育實施過程中，家長、教師與學生三方所遭遇的困境與需求，並進一步提出課程發展之建議。研究範圍涵蓋2010年至2025年間國內19篇實徵與綜論型相關文獻。研究結果指出，上述困境多源自結構性因素：家長層面面臨從個人迷思延伸至公共論述的張力；教師層面則受限於議題融入策略的模糊性與師資培育資源不足，導致教學成效有限。相對地，學生層面展現出高度的學習潛能與主體性，適切的教育介入可有效提升其性知識、生活品質，並降低不當行為的發生。基於上述發現，本文建議未來課程發展可朝以下三方向推進：（一）設計具備適性化功能的模組化與彈性課程；（二）以賦權增能為核心，強化學生自我決策能力；（三）發展作為親師協力橋樑的課程工具，建構多元支持系統。

Individuals with intellectual disabilities remain at heightened risk of sexual victimization, underscoring critical challenges in the implementation of gender equality education. This study conducts a literature review to examine the difficulties and needs encountered by parents, teachers, and students in the context of gender equality education for individuals with intellectual disabilities and proposes directions for curriculum development. A total of 19 empirical and review-based studies published in Taiwan between 2010 and 2025 were analyzed. Findings reveal that the challenges are rooted in structural issues: parents face tensions ranging from personal misconceptions to broader public debates on power and rights; teachers struggle with the ambiguity of issue-based integration strategies and insufficient professional training, resulting in limited instructional effectiveness. Conversely, the literature affirms students’strong learning potential and agency, indicating that appropriate educational interventions can significantly enhance their sexual knowledge, quality of life, and reduce inappropriate behaviors. Based on these findings, this study recommends three key directions for future curriculum development: (1) designing modular and flexible curricula tailored to individual needs; (2) centering empowerment to strengthen students’decision-making capacities; and (3) developing curriculum tools that serve as bridges for parent-teacher collaboration, thereby fostering a supportive educational ecosystem.