重度障礙學生照顧哲學之探討與反思

Exploratin and Reflection on the Care Philosphy for Students with Severe Disabilities

重度障礙學生因其存有之限制，成為被動之照顧對象。在傳統的學校照顧觀念上，以照顧者之價值觀本位為中心，容易將其觀點投射在身心障礙學生之中，並多以學生外在特徵進行思考及判斷。本研究以馬丁·海德格（Martin Heidegger）存在觀所發展之照顧哲學為基礎，以質性研究取向之現象學方法分析重度障礙學生的照顧議題，以研究參與者之觀點加上現象學方法之探討，歸結出重度障礙學生照顧之牽掛理解、照顧者空間讓出的照顧及此在之生命可能性為結論，期盼提供教育現場之教育者與相關照顧人員照顧哲學之視域與實務照顧之思考。

Due to the limitations inherent in students with severe disabilities, they often become passive recipients of care. Traditional perspectives on caregiving in educational settings tend to revolve around the values of the caregivers, which can lead to projecting their viewpoints onto the students with disabilities and making judgments based on their outward characteristics. This study is based on Martin Heidegger's philosophy of care developed within the framework of existentialism. It employs a qualitative phenomenological approach to analyze the care issues of students with severe disabilities. By combining the perspectives of research participants with a phenomenological investigation, the study concludes with an understanding of the existential concerns in caring for students with severe disabilities, the caregiving process that involves creating space for caregivers, and the potential for life within this context. The aim is to provide educators and relevant caregivers in the field of education with a philosophical perspective on care and practical insights for caregiving.