特殊教育實證與實務整合之探究

Exploring the Integration of Evidence-Based Practices and Practice-Based Evidence in Special Education

因「身心障礙者權利公約」（The Convention on the Rights of Persons with Disabilities，簡稱CRPD）發揮關鍵作用，教育領域有了重大的改變，也開始強調融合的必要性，許多有特殊需求的學生進入公立學校，包括輕度到極重度多重障礙以及具健康和侵入性醫療處置照護需求者，這種轉變需要提供更多靈活的課程與服務，也為教師帶來了全新的挑戰。而學生的個別化評量、課程調整及教學設計等安排，對以多元及高彈性為目標的特殊教育教師專業養成而言也更加艱鉅。
隨著不斷發展的教育趨勢與需求，本文旨在引介「實證本位實務」（Evidence-Based Practices，簡稱EBP）和「實務本位實證」（Practice-Based Evidence，簡稱PBE）的核心概念和優弱勢，並依此提出學校實務、專業發展和師資培育三種教育現場可參照的整合範式，俾利教育研究人員、教師或實務工作者藉由合作的實施範例精進實務專業知能。

In conjunction with the pivotal role of the Convention on the Rights of Persons with Disabilities (CRPD), the educational landscape is undergoing significant changes. The CRPD emphasizes the need for inclusive education, leading to the inclusion of students with special needs in public schools. This includes those with mild to profound and multiple disabilities and those with needs for invasive medical treatment care and other health issues. This shift has necessitated a more varied and flexible provision of curriculum and services, presenting new challenges to teachers. It is also difficult to arrange such individualized assessments of students, curriculum adjustments, and teaching designs for the professional development of special education teachers who aim at diversity and high flexibility.
Recognizing the evolving trends and needs in education, the purpose of this article is to introduce the core concepts and advantages and disadvantages of ''Evidence-Based Practices (EBP)'' and ''Practice-Based Evidence (PBE).'' By proposing three integration paradigms of school practice, professional development, and teacher training, we aim to create a collaborative environment where education researchers, teachers, and practitioners can enhance their practical professional knowledge through shared implementation examples.