極重度智能及多重障礙教育的省思：知覺現象學觀點

The Reflection of the Education for Persons with Profound Intellectual and Multiple Disabilities-From Perspective of Phenomenology of Perception

綜觀當代極重度智能及多重障礙教育之實務，師生溝通之品質是銜繫教育成敗之關鍵。是以其教育無不以形塑學生之溝通能力，作為教育的核心。教育醫療化致使極重度智能及多重障礙教育醫療化，使特殊教育被指為將身心障礙學生「特殊化」、「標籤化」、「污名化」，並造成「社會排除」的共犯結構。教育的主體性，日漸迷失在醫療化的氛圍中。而，特殊教育發展至今，障礙並未因教育的介入而消弭，特殊教育的自我定位也因教材教法醫療化而益加失焦。極重度智能及多重障礙教育之教學教法採用身心二元論，主張訓練學生溝通技能突破教學困境。學生的身體成為教育活動的平臺，而對其感官刺激能帶動心智發展；如此物化學生的教學模式，陷師生關係於失衡的狀態。本論文彙整當代極重度智能及多重障礙教育所面臨之挑戰，由知覺現象之角度，在人的圖像與知識論兩大面向，以及在教育哲學層次以極重度智能及多重障礙教育最大的挑戰－對話－為主軸，針對學生之受教能力、認知歷程、異陌面容在教育上的意義，省思極重度智能及多重障礙教育，以還原教育在極重度智能及多重障礙教育之大義。在教育哲學層次對師生對話進行思辯，為前述極重度智能及多重障礙教育實務之迷思提供思路上的定錨，並以教育樣貌之再建構，豐厚特殊教育之哲理論述。

The teacher–student dialogue is the core of the education for persons with profound intellectual and multiple disabilities (PIMD). As education has become medicalized, the education for persons with PIMD has become rehabilitation; with the hope, the “abnormal” state can be repaired and returned to “normal state”; thus, education has gradually lost its ontological subjectivity. This study was conducted from the perspective of the phenomenology of perception. Furthermore, the influence of dialogue on the education for persons with PIMD was examined from the perspectives of anthropology and epistemology. Moreover, the educational ability/possibility, cognitive process, and visage of people with PIMD were analyzed. This paper discusses the primary purpose and importance of educating people with PIMD. In addition, it discusses the dialogue between teachers and students at the metaphysical level and provides a possible solution to the aforementioned problems in education practice. The theory of special education can thus be enriched through the reconstruction of education.