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| Title: | 在高等教育中實施融合教育政策：中國地方高校殘障學生支持網絡的生態案例研究
Implementing Inclusive Education Policy within Higher Education: An Ecological Case Study on Support Networks for Students with Disability in Chinese Local College |
| Authors: | 解子慧
Xie, Zi-Hui |
| Contributors: | 邱美秀
劉嘉慧
Chiu, Mei-Siu
Lau, Ka-Wai, Maggie
解子慧
Xie, Zi-Hui |
| Keywords: | 融合教育
高等教育
支持網絡
中國地方高校
身心障礙人士
Inclusive education
Higher education
Support network
Chinese local college
Persons with disability |
| Date: | 2024 |
| Issue Date: | 2024-09-04 14:20:56 (UTC+8) |
| Abstract: | 本研究探討了在實施融合教育（IE）政策的過程中，在高等教育（HE）領域內為身心障礙群體發展的支持網絡。儘管國際社會通過《殘疾人權利公約》等政策倡导在HE中實現包容性，並且中國不斷加強有關身心障礙人士教育權利的法律保護，但在HE層面的IE實踐中仍存在顯著差距。過往的IE研究主要集中於早期和基礎教育，而對於HE階段，尤其是在中國背景下的實證探索相對較少。
通過採用案例研究方法結合文獻計量學和深入訪談，本研究分析了全球和中國HE領域內IE的學術支持網絡，以及中國一所地方大學內部IE政策實施的實踐支持網絡。特別強調了IE實踐中行動者網絡內的角色和互動，同時重新評估了對殘障概念的理解和實施。本研究利用布朗芬布倫納的生態系統理論作為概念框架，聚焦於HE內的IE支持網絡，關注對身心障礙學生的支持，並從社會正義的角度審視IE實踐。
研究結果表明，儘管在全球和中國學術網絡對身心障礙人士HE的支持方面取得了一些進展，但存在地理集中性和區域差異性，使中國處於邊緣化地位。在中國國內，儘管有政策層面的支援，但資源分配不均、教師的負擔和責任失衡以及學生面臨的話語權挑戰等問題，仍然是IE在HE內部實施的主要障礙。研究認為，根植於中國背景的本土化且具有國際視野的IE實踐，在HE支持網絡中至關重要。此外，研究揭示了對殘障理解越深入，個體在參與支持網絡方面越積極主動，也越擅長識別現行政策的不足。本研究不僅為政策制定者提供了寶貴的見解，也引導教育工作者和研究者開展更多元的研究，為促進身心障礙群體的教育公平和社會融合做出貢獻。
This study investigates the support networks for disability groups that have developed within higher education (HE) with the implementation of inclusive education (IE) policies. While international society advocates inclusivity in HE through policies such as the Convention on the Rights of Persons with Disabilities, and China has continuously strengthened legal protections around the right to education of individuals with disabilities, significant gaps persist in IE practices at the HE level. Past IE research has primarily focused on early and basic education, with relatively scant in-depth exploration, especially empirical exploration, of the HE phase, particularly in the Chinese context.
Employing a case study approach combined with bibliometrics and in-depth interviews, this study analyzes the academic support networks for IE in the global and Chinese HE fields, as well as the internal support networks for IE policy implementation within a local Chinese university. In particular, it emphasizes the roles and interactions within the actor network in IE practices, alongside reevaluating the understanding and implementation of the concept of disability. Utilizing Bronfenbrenner’s ecological systems theory as a conceptual framework, the study zeroes in on the IE support networks within HE, focusing on the support for students with disabilities and examining IE practices from a social justice perspective.
The findings indicate that despite some advancements in global and Chinese academic networks’ support of HE for people with disabilities, regional concentration and disparities exist, marginalizing China. In China, despite policy-level backing, issues such as inequitable resource allocation, the burden and responsibilities placed on teachers, and the communication challenges faced by students, remain major obstacles to IE policy implementation. The study argues that more localized and internationally informed IE practices rooted in the Chinese context are essential within HE support networks. Moreover, the study reveals that the deeper one’s understanding of disability, the more proactive one is in engaging with support networks and the more adept one becomes at identifying shortcomings in current policies. This study not only furnishes policymakers with valuable insights but also directs educators and researchers toward more diversified research, contributing to the promotion of educational equity and social integration for persons with disabilities. |
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| Description: | 博士
國立政治大學
教育學系
110152522 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0110152522 |
| Data Type: | thesis |
| Appears in Collections: | [教育學系] 學位論文
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