國中小普通班與特教教師對融合教育與身心障礙概念之隱喻比較研究

Metaphors of Inclusive Education and Disability: A Comparative Study of General and Special Education Teachers in Elementary and Junior High Schools

《特殊教育法》（2023）強調學生接受融合教育的權利與重要性，但過去研究發現教師在融合教育的推動上仍面臨諸多困境。因此，本研究旨在透過隱喻分析，理解教師對身心障礙與融合教育的觀點與概念脈絡。本研究採混合研究設計，共調查230位現職為國小或國中教育階段之普通班與特教教師。第一階段以問卷蒐集教師對身心障礙與融合教育的隱喻象徵及意涵，並進行開放編碼與分類。第二階段依據分析結果挑選不同教育階段與職務背景的教師進行半結構式訪談，以更深入理解教師對上述概念的詮釋與差異。研究結果顯示，普通班教師對於身心障礙一詞的認知已跳脫傳統的缺陷觀點；在融合教育一詞的隱喻中，普通班與特教教師在隱喻概念尚無顯著差異；在融合教育的傾向與支持態度上，大多數教師偏好部分融合的方式，但特教教師相較於普通教師更支持完全融合。

The Special Education Act (2023) emphasizes students’right to and the importance of inclusive education. However, previous studies have found that teachers still face many challenges in implementing inclusive education. Therefore, this study aims to understand teachers’perspectives and conceptual frameworks regarding disability and inclusive education through metaphor analysis. A mixed-methods design was adopted, and a total of 230 in-service general education teachers and special education teachers at the elementary and junior high school levels participated in the study. In the first phase, questionnaires were used to collect teachers’metaphorical symbols and meanings related to disability and inclusive education, followed by open coding and categorization. In the second phase, teachers from different educational levels and professional backgrounds were selected based on the analysis results for semi-structured interviews, in order to gain a deeper understanding of their interpretations of these concepts and the differences among them. The findings indicate that general education teachers’understanding of the term disability has moved beyond the traditional deficit-based perspective. With regard to metaphors of inclusive education, no significant differences were found in the metaphorical concepts used by general education and special education teachers. In terms of orientations toward and supportive attitudes regarding inclusive education, most teachers favored a partial inclusion approach; however, special education teachers were more supportive of full inclusion than general education teachers.