身心障礙者特殊教育應用行為分析與儒家關愛教育的對話

A Dialogue Between Applied Behavior Analysis in Disability Special Education and Confucian Caring Education

本文基於第一作者多年身心障礙者特殊教育實踐經驗，結合第二作者對儒家教育核心理念的探討，提出「身心障礙者特殊教育應用行為分析與儒家關愛教育的對話」的跨域反思。文章探討如何將身心障礙教育之應用行為分析的科學方法融入關愛教育，藉由實證手段提升教育溫度，並從儒學的「仁愛」核心精神出發，重新審視特殊教育中身心障礙學生學習權益與融合生態的價值。第一作者分享了其將數理思維與應用行為分析結合於身心障礙者特殊教育的歷程，特別是在學生行為問題的功能性分析與教學中，如何以科學促進學生學習與生活品質的改善。透過共學經驗，作者深入理解儒家教育的關愛理念，並在教學實踐中加入「以心傳心」、「循循善誘」及「因材施教」等儒家精神，強調融合教育應涵蓋全校生態與情緒學習。本文以融合教育的實踐為例，說明如何以謙卑態度關照每位學生，透過發掘其潛在優勢與特質，設計合適的支持策略，使科學方法與人文關懷相輔相成，實現以學生為中心的教育模式。

This paper reflects on the intersection of Applied Behavior Analysis (ABA) in disability special education and Confucian caring education, drawing from the first author's extensive practical experience and the second author's insights into Confucian educational philosophy. It explores how scientific approaches in ABA can be integrated with caring education to enhance its warmth and humanity. Grounded in Confucian core values of ''benevolence'' and ''love for others,'' the study reexamines the importance of student rights and inclusive ecosystems in disability special education. The first author shares her journey of integrating mathematical reasoning with ABA to improve learning outcomes and quality of life for students with disability special needs, particularly through functional behavior analysis and intervention. Inspired by shared learning experiences, the authors incorporate Confucian ideals such as ''heart-to-heart transmission,'' ''patient guidance,'' and ''teaching according to aptitude'' into educational practices, emphasizing that inclusive education must consider the entire school ecosystem and emotional learning for all students. Using examples from inclusive education, this paper demonstrates how to identify students' latent strengths and qualities with humility and design appropriate support strategies. The integration of scientific methodologies with humanistic care creates a student-centered educational model that aligns science with Confucian values.