東亞障礙研究論壇 2019
East Asia Disability Studies Forum 2019

融合教育行不行？台灣身心障礙權
利公約的在地化挑戰Localization of CRPD and inclusive
education in Taiwan
張恒豪臺灣障礙研究學會 理事長
國立台北大學 社會學系 教授兼台發中心主任

前言/Introduction 臺灣的身心障礙公約審查
 Concluding Observation of Taiwan’s Initial CRPD Report 抽菸 & 障礙青少年需要個助
 Smoking in the toilet and Personal Assistant for teenager

 念碩士還要爸媽陪嗎?
 Parents support for MA student(s) in Taiwan
 Inclusive Education:
 Concept, Interpretations, Legal reform and Practice in education
setting.

第二十四條 教育權
1. 締約國肯認身心障礙者享有受教育之權利。為了於不受歧
視及機會均等之基礎上實現此一權利，締約國應確保於各級
教育實行融合教育制度及終身學習，朝向：(a) 充分開發人之潛力、尊嚴與自我價值，並加強對人權、基本自由及人類多元性之尊重(b) 極致發展身心障礙者之人格、才華與創造力以及心智能力及體能；(c) 使所有身心障礙者能有效參與自由社會。

 Ensure an inclusive education
system at all levels and lifelong
learning directed to: (a) The full development of humanpotential and sense of dignity andself-worth, and the strengtheningof respect for human rights,
fundamental freedoms and humandiversity;
 (b) The development by persons
with disabilities of their personality,
talents and creativity, as well as
their mental and physical abilities,
to their fullest potential; (c) Enabling persons withdisabilities to participate effectively
in a free society.

為什麼要教育?
 權利還是?
 工作?
 生存? 自給自足?
 2. 為實現此一權利，締約國
應確保：a) 身心障礙者不因身心障礙而被排拒於普通教育系統
之外，身心障礙兒童不因身心障礙而被排拒於免費
與義務小學教育或中等教
育之外 Rights or Employment in themarket?
 (a) Persons with disabilities
are not excluded from thegeneral education system on
the basis of disability, andthat children with disabilities
are not excluded from freeand compulsory primaryeducation, or from secondary
education, on the basis ofdisability;

國家該做什麼？

 (b) Persons with disabilities canaccess an inclusive, quality andfree primary education and；secondary education on ana) 身心障礙者可以於自己生活
equal basis with others in the之社區內，在與其他人平等
communities in which they live;
基礎上，獲得融合、優質及 (c) Reasonable accommodation
免費之小學教育及中等教育；of the individual’s requirements
is provided;b) 提供滿足個人需求的合理調
 (d) Persons with disabilities
整；
receive the support required,c) 身心障礙者於普通教育系統
within the general education
中獲得必要之協助，以利其
system, to facilitate their
獲得有效之教育；
effective education;d) 符合完全融合之目標下，在 (e) Effective individualized
最有利於學業與社會發展之support measures are provided
in environments that maximize
環境中，提供有效之個別化
academic and social
協助措施。
development, consistent with thegoal of full inclusion.

零拒絕、平等、正常化與融合、合理調整、個別化支持不能因為障礙而拒絕入學
視身心損傷的狀況一調整
國家責任，提供個別化支持，
而非推給家庭為了參與共融的社會不將支持障礙者受教的責任
推給家庭與私人 Zero-rejection, equity,inclusive education,
reasonable accommodation,individualized support Supporting disabledstudents in inclusive
eudcation is Not a personalor family responsibilities (a) Facilitating the learning ofBraille, alternative script,
3. 締約國應使身心障礙者能夠
augmentative and alternative
學習生活與社會發展技能，促modes, means and formats of
進其完全及平等地參與教育及communication and orientation and
成為社區的一分子。為此目的，
mobility skills, and facilitating peer
締約國應採取適當措施，包括：support and mentoring;a) 促進學習點字文件、替代文
字、擴大與替代性溝通模式、  (b) Facilitating the learning of sign
方法及形式、定向與行動技
language and the promotion of the能，並促進同儕支持及指導；
linguistic identity of the deafb) 確保在最有利於學業及社會community;
發展之環境中，以最適合個
別情況之語言與(溝通)方法、  (c) Ensuring that the education ofpersons, and in particular children,
模式讓視覺、聽覺障礙或視
who are blind, deaf or deafblind, is聽雙障者(特別是兒童)接受
delivered in the most appropriate
教育。
languages and modes and meansc) 促進手語之學習及推廣聽覺
of communication for the individual,
障礙社群之語言認同；
and in environments which
maximize academic and socialdevelopment.

 In order to help ensure therealization of this right, States
Parties shall take appropriate
measures to employ teachers,including teachers withdisabilities, who are qualified in
4. 為幫助確保實現該等權利，sign language and/or Braille,締約國應採取適當措施，聘用
and to train professionals and合格之手語或點字教學教師
staff who work at all levels of（包括本身有心障礙的教師），
education. Such training shall並對各級教育之專業人員與工incorporate disability awarenessand the use of appropriate
作人員進行培訓。該培訓應包
augmentative and alternative
括障礙意識及學習使用適當之
modes, means and formats of擴大替代性溝通模式、方法及communication, educational
形式、教育技能及教材，以協
techniques and materials to助身心障礙者。
support persons with disabilities.

 資訊文化無障礙 手語與文化 Accessibility in inclusive
education for persons withdisabilities
 Physical, visual, Deaf Sign langauge and culture5. 締約國應確保身心障礙者能夠於不受歧視及與其他人平等
基礎上，獲得一般高等教育、職業訓練、成人教育及終身學習。為此目的，締約國應確保向身心障礙者提供合理調整。
） 5. States Parties shall ensurethat persons with disabilities
are able to access general
tertiary education, vocational
training, adult education andlifelong learning without
discrimination and on an
equal basis with others. To
this end, States Parties shallensure that reasonableaccommodation is provided
to persons with disabilities.
 全面的教育權利（擴及高等教育、成人教育終生學習 vocational training, adulteducation and lifelong
learning

UNCRPD 第四號一般性意見書
 諮詢障礙者本人 和CRPD第4條第3項一致，國家必須諮詢（consult）身心障礙者，包括透過代表的團體諮詢身心障礙兒童，並確保他們的積極投入在所有
層面的融合教育政策計畫、實行、監督與評估。身心障
礙者必須被肯認為伙伴而不只是教育接受者。

 7.
Consistent with article 4(3), States parties must consult
with and actively involve persons
with disabilities, includingchildren with disabilities, throughtheir representativeorganizations, in all aspects ofplanning, implementation,
monitoring and evaluation ofinclusive education policies.
Persons with disabilities and,
when appropriate, their families,
must be recognized as partners
and not merely recipients ofeducation.

融合教育
UNCRPD 第四號一般性意見書
 第10段特別指出融合教育的重要性，認為融合教育是：
 所有學習者的基本人權。特別是教育是每個學習者的權
利，不是家長或是照顧者的權利（就兒童而論）。家長的職責在這樣的考量下會放在兒童的權利之下；
 重視所有學生福祉的原則，尊重他們的固有的尊嚴與自
主性，同時承認個人有效的
被融入並貢獻於社會的需要
和能力；

 (a) A fundamental human right of
all learners. Notably, education is
the right of the individual learnerand not, in the case of children,
the right of a parent or caregiver.
Parental responsibilities in thisregard are subordinate to therights of the child; (b) A principle that values the wellbeing of all students, respects theirinherent dignity and autonomy,and acknowledges individuals’requirements and their ability toeffectively be included in andcontribute to society;區別排除（exclusion），隔離（segregation），整（統）合（integration）與融合/共融（inclusion）的11.Exclusion occurs when students are directly or差異
indirectly prevented from or denied access to education

 中國將Integration翻譯為融合， in any form.
Segregation occurs when the education of students
inclusion翻譯為包容 排除是學生以任何形式被直接或 with disabilities is provided in separate environments
designed or used to respond to a particular impairment
間接的阻止或是拒絕進入教育體 or to various impairments, in isolation from students
系。
without disabilities.
 隔離代表在分開的環境中提供身 Integration is the process of placing persons with心障礙學生教育，該環境是為了 disabilities in existing mainstream educational
特別的損傷或是各種損傷而設計 institutions with the understanding that they can adjust
或使用，且孤立於沒有身心障礙 to the standardized requirements of such institutions.
的學生。
Inclusion involves a process of systemic reform 整合是將身心障礙者在現有的主 embodying changes and modifications in content,
流化教育機構的過程同時認為他 teaching methods, approaches, structures and們可以適應該機構的標準化要求。 strategies in education to overcome barriers with avision serving to provide all students of the relevant age
。
range with an equitable and participatory learning
experience and the environment that best corresponds
to their requirements and preferences.

什麼是共融？What is Inclusion?
 包容？融合？整合？

 全系統的改變 教學內容的通用設計
 環境、資訊的可及性/無障礙 所有人都需要融合教育，不是只有身心障礙者 Whole systems
 UDL
 Accessibility: environment,information

 For all, not only for students
with disabilities在地實踐與挑戰歧視、反歧視、合理調整/discrimination, anti-discrimination
and reasonible accommodation
 台灣的身權法的反歧視條文，第十六條規定：

 身心障礙者之人格及合法權益，應受尊重及保障，對其接受教育、應考、進用、就業、居住、
遷徙、醫療等權益，不得有歧視之對待。公共設施場所營運
者，不得使身心障礙者無法公
平使用設施、設備或享有權利。
 公、私立機關（構）、團體、學校與企業公開辦理各類考試，應依身心障礙應考人個別障礙
需求，在考試公平原則下，提供多元化適性協助，以保障身心障礙者公平應考機會。。

 Anti-discrimination by law
 But In practice…
 Reasonableaccommodation 案例一： 新北市有一名聽力障礙的國小二
年級男童，上課時需要老師配合，使用發送FM音波的麥克風，才能聽清楚，不過日前，一名謝姓老師，卻拒絕使用這套麥克風，甚至當著全班面前，要求男童拔除
助聽器，在現場的班導師看不下去、跟這名老師大吵，而這名小男童受到驚嚇，隔天不想再去上學。
 配戴助聽器所需的麥克風應該屬
於合理調整的範疇
 涉及歧視該怎麼辦? 比照性評機制?

 Case 1
 Elementary school teacher
refused to wear equipment
for students using hearingaid Discrimination?
 No legal tool andmechanism for disabilitybased anti-discrimination

107年公務人員特種考試身心障礙
人員考試/exam for civil service 有視覺障礙應考人事先提出
需要試題放大至20號字體的請求，而考選部卻只願提供「固定規格之放大試題」，
致影響其平等應考之權利。
考選部是否違反身心障礙者
權利公約（Convention on
the Rights of Persons with
Disabilities，CRPD）第2條
第2項拒絕提供合理調整，

 Request for large print inexam

整合還是融合?Inclusion orIntegration
 「物理上的融合」
 選擇？
 融合作為目的?

 Inclusion in physicalenvironment, isolated in the“inclusive” education sytem
 Choice?

挑戰/challenge
以融合為目的，卻同時興建特
殊學校？

 Promote inclusive
education, but build special
edu school at the sametime?
 Parents, lack of support
and chance in the wholesystem

大學聯考的特殊名額
College entrance exam
 特殊管道入學 平等原則？
 缺乏整體教育系統的可及性
與通用設計

 Special quota for disabledstudents
 Promote equality or stigmaand exlusion?

實務 過去的慈善觀點 家長的期待典範的轉移與挑戰/Paradigm shift
and the challenages
 社會觀念、家長觀念、障礙
者本人的觀念 資源與分配的正義 在學個人助理 沒有請求權 明確的制度安排與整合機制？

 制度
 特殊 vs 全面
 不同行政體制之間的溝通 Social perception, parents’and disabled people’s
perceptions on humanrights and equality
 Resources andredistribution justice Legal reform and policies
 Special cases or wholesystem
 Commination between
Different sections

國際審查委員會在結論性意見
 和身心障礙者、他們的家庭以及代表組織針對一般教育系統和
特殊教育系統作完整檢視，並發展有時效性的計畫，改革並統整現行系統，以遵守聯合國身心障礙者權利委會第4號一般性意見，轉變為完全融合；
 立即肯認身心障礙學生在一般學校的普通班接受教育的權利，包括排除身心障礙學生參與職業與專業訓練的限制；
 如同CRPD第7條與第12條針對兒童的能力及法律能力所述，讓身心障礙學生參與規劃與監測個別教育計畫； 確保身心障礙兒童、青少年與成人教育的一般教育場所提供通用設計，UDL以及所有學術和學生生活社會面向的合理調整；
 在學校提供必要的個人支持，以促使身心障礙兒童能就學，並在學校獲得有效的教育；
 修改教師的職前培訓與在職專業成長規範，以支持身心障礙學生在普通班的學習； 在教育體系介紹並落實推廣台灣手語（自然手語）教學。

謝謝聆聽，請多指教！