多元文化教育視角下身心障礙者成人教育之探討

Exploring Adult Education for People with Disabilities from the Perspective of Multicultural Education

研究目的：本研究旨在以多元文化教育觀點，探討我國探討身心障礙者成人教育議題與現況，並提出轉化賦權之建議。研究方法：本文採用文獻分析法搭配次級資料分析，研究對象為18歲以上之身心障礙成人。資料檢視範圍鎖定西元2014年至2024年間之國內外學術文獻、政府統計報告及相關法規。主要發現：（1）我國身心障礙成人未參與學習課程比例高達65-86%，反映出潛在的「內化壓迫」與主體意識缺乏；（2）相較歐美已轉向社會／民權模式，將身心障礙視為文化多元，我國政策統計與資源配置仍存重大缺口；（3）我國身心障礙成人教育研究顯示，不同障別需求高度異質，融合式同儕學習在非正規場域最具賦權潛力。結論與建議：最終建議應借鏡多元文化教育中「賦權」之概念，於正規體系落實個別化需求評估，並肯認非正規場域的教育價值，推廣具同儕支持性質的賦權導向課程，以協助身心障礙者提升自我能動性。

Purpose: This study aims to explore the issues and current status of adult education for persons with disabilities in Taiwan from a multicultural education perspective and propose suggestions for transformative empowerment. Method: This research note employs literature analysis combined with secondary data analysis, targeting adults with disabilities aged 18 and above. The reviewed materials are limited to domestic and international academic literature, government statistical reports, and related regulations published between 2014 and 2024. Main Findings: (1) In Taiwan, the non-participation rate in learning courses among adults with disabilities reaches 65-86%, reflecting latent“internalized oppression”and a lack of subjective consciousness; (2) Compared to Western countries that have shifted to social/civil rights models and redefined disability as cultural diversity, Taiwan still exhibits significant gaps in policy statistics and resource allocation; (3) Studies on adult education for persons with disabilities in Taiwan reveal high heterogeneity in needs across disability types, with inclusive peer-learning in non-formal settings demonstrating the greatest empowerment potential. Conclusion and Recommendations: The study ultimately recommends drawing on the concept of“empowerment”in multicultural education by implementing individualized needs assessment within formal systems, recognizing the educational value of non-formal settings, and promoting empowerment-oriented courses featuring peer support, thereby assisting persons with disabilities in enhancing their self-agency.