当特殊教育遇上多元文化教育-国立台东大学特殊教育中心.PDFVIP

當特殊教育遇上多元文化教育－在資源班 的國文課程中再次認識特殊教育學生 盧枝英 花蓮縣立瑞穗國中特教教師 國立東華大學教育與潛能開發學系多元文化教育博士班 摘要 成為一個特殊教育教師，我經歷了師資培育，也進入現場執行真正的教學。在這期間，我 常問自己：「我究竟有多了解我的學生」？所謂的了解如果只是針對學習的種種是不是太狹隘 了，尤其我所教學之區域是一個多元族群聚集之處？接觸了多元文化教育這個領域之後，我在 資源班的國文課程中慢慢地學習開啟與這些原住民學生的對話，也在這當中一點一點地再次認 識學生。我依據特殊教育教師所習得與累積的專業知識來設計課程，讓特殊需求學生在適合的 課程中學習，我因此也更了解他們的學習樣態與優勢能力。然而，在國文課程中與他們所產生 的對話，讓我對於他們的生活與族群有了進一步的觀看與了解。特殊教育是多元文化教育下的 一環，兩者所共同重視的「差異」讓我們學習對不同的個體與族群有更多的理解。而我試圖在 這樣的課程中與學生一起學習理解他人與自己。 When Special education Encounter Multicultural education ：To understand special needs students again of nine grade student’s Chinese course in junior high school. zhi-ying Lu Hualien County Mizuho special education teachers ABSTRACT There are five aborigine students in my resource classes. All of them are special needs students, and each of them has different characters. I design their Chinese course according to their learning ability. During my teaching, I estimate their ability of Chinese from their listening, speaking, reading and writing. When we talk about many topics in my classes; we know each other from these talking and discussing. And I understand them from their life and experience. From our dialogues in my classes, I have learned to know difference, to understand difference and to respect difference. In other words, what we are mentioned about are belonged to multicultural education. When special education encounter multicultural education , I understand these students more from difference vision than before. I hope our classes not only learning Chinese course but also opening our mind to