特殊教育政策的形成及內涵──以美國和臺灣為例

特殊教育政策之形成乃依據法律、共識與歷史文化傳統，其中又以法律為主要依據，其內涵包括特殊教育理念、價值觀、目標、組織、方案、鑑定、安置、課程、師資、支持系統等。特殊教育本諸人道精神，符應社會需要，並且立法保障。任何教育政策的分析，需從理論依據、歷史傳統、國際思潮及現實社會四個層面加以考慮。以美國而言，為落實教育機會均等及提高國民教育素質，於1975年制定《全體身心障礙兒童教育法案》（94-142公法），提供零拒絕、個別化教育方案與最少限制的環境等三大保證，此外並要求做到無歧視的評量、法律保障程序及父母的參與，被世界奉為圭臬，指引特殊教育發展至今。在臺灣，特殊教育政策的形成與特殊教育的發展脈絡有密切關係，在本土文化與國際思潮的交會衝擊下，逐漸形成，在教育行政、權益保障、服務對象、教育安置、課程實施、教育人員及支持系統等方面，展現特色，與世界同步。

The formation of special education policy is based on legislation, consensus, and tradition. Among them, the legislation is of particular importance. The connotation of special education policy includes conception, value, goal, organization, program, identification, placement, curriculum, teacher education, support system, etc. The policy, as illustrated in and protected by legislation, is rooted in humanitarianism and social needs. Any educational policy could be analyzed by underlying theory, historical tradition, international trends of thought, and social reality. Take the USA as an example; to realize equal educational opportunity and ensure quality national education, Congress passed the Education for All Handicapped Children Act (PL 94-142) in 1975. The Act, viewed as a standard, ensures zero rejection, an individualized education program (IEP), and the least restricted environment (LRE), for children with disabilities. In addition, nondiscriminatory assessment, due process, and parent involvement be implemented. The basic guidelines of the Act are followed up to now. In Taiwan, the formation of special education policy is closely related to the development context of special education. It is jointly influenced by local culture and international trends of thought. It is synchronous with global trends in many aspects, such as educational administration, right protection, service object, educational placement, curriculum design, teacher education, and support system. Of course, there are some local characteristics in these aspects.