十二年國教：再創融合教育的新局面

12-Year Basic Education and Its Application to Inclusive Education

本研究以文件分析方式，分析台灣融合教育發展之背景及脈絡，並說明《十二年國民基本教育課程綱要總綱》（以下簡稱《十二年國教總綱》）與《特殊教育課程實施規範》（以下簡稱《特教實施規範》）的具體特色為融合教育之體現，並進一步分析《特教實施規範》與《十二年國教總綱》以及各學科領域課綱之間的關係。筆者認為教師應意識到十二年國教實施融合教育的決心，無論是普通教育及特殊教育教師都應增進特教專業知能及了解《身心障礙者權利公約》（The Convention on the Right of Persons with Disabilities, CRPD）之精神。由於《特教實施規範》並未說明特殊需求學生之學習功能如何界定，筆者建議各地方之教育行政單位（教育處或學校）應依據十二年國教融合教育之精神，訂定明確的抽離／回歸相關標準，以維護學生受教育權利。

This study analyzes the development of Taiwan's inclusive education by textual analysis and explains that the specific features of 12-Year Basic Education can be regarded as inclusive education. Furthermore, the purpose of this research is to tackle the relationships between the General Guidelines of 12- Year Basic Education and Special Education, and to introduce how the courses for the students with special needs should be implemented. The research suggests that teachers (both in general and special education) should understand the basic requirements of 12-Year Basic Education, understand the rights of the disabilities, and improve the knowledge about special education. And the author suggests that only teachers with the competency, the aim of inclusive education would be reached. Since the new curriculum guideline of Special Education does not specify how the learning functions of students with special needs. The research suggests that the local bureaucracy / schools should set the appropriate standards to implement the concept of inclusive education well.