文化脈絡中的教育安置：馬來西亞華小與華人家庭特教經驗之生態系統分析

Abstract

本研究以生態系統理論為分析視角，聚焦於融合教育與零拒絕政策推動下，馬來西亞華文小學特殊教育需求學生（MBPK）的教育安置與學校適應歷程。採質性研究法，透過立意取樣訪談9位學生家長、13位教師及行政人員，涵蓋特教教師、普通班教師、課業輔導教師與校長等多元角色，並輔以現場觀察與文件資料，深入呈現教育安置與適應歷程中所涉及之支持資源與制度條件。研究發現，教育安置是一段涵括家庭認知、教師評估與制度回應的動態協商歷程。家校之間在角色期待與教育信念上的理解差異，形塑安置時機與支持策略之施行效能；教師專業協作多仰賴非正式機制，反映制度整合與資源連結的不足；此外，現行教育文化與價值導向亦對融合實踐形成潛在挑戰。特殊教育安置歷程需整合制度資源、鬆動隱性文化標準與多方協作，方能逐步實現融合教育之理念內涵，並促進教育參與的公平性與可及性。

This study adopts the ecological systems theory as an analytical framework to examine the educational placement and school adaptation processes of students with special educational needs (MBPK) in Malaysian Chinese primary schools under the implementation of inclusive education and the Zero Reject Policy. Employing a qualitative research approach, data were collected through purposive sampling interviews with 9 parents and 13 teachers and school personnel, including special education teachers, mainstream classroom teachers, academic support staff, and principals. The study is further supported by on-site observations and document analysis to comprehensively present the institutional conditions and support resources involved in the placement and adaptation processes.The research findings indicate that educational placement is a dynamic negotiation process that encompasses family perceptions, teacher assessments, and institutional responses. Professional collaboration among teachers often relies on informal mechanisms, revealing gaps in institutional integration and resource coordination. Moreover, existing educational cultures and value orientations pose potential challenges to the implementation of inclusive practices.Findings indicate that educational placement is not a unidirectional institutional arrangement but a dynamic process of negotiation encompassing parental perceptions, teacher evaluations, and policy responses. Differences in role expectations and educational beliefs between schools and families significantly shape the timing and effectiveness of placement and support strategies. Professional collaboration among teachers often relies on informal mechanisms, revealing gaps in institutional integration and resource coordination. Moreover, existing educational cultures and value orientations pose potential challenges to the implementation of inclusive practices.The process of special education placement should be understood as a multi-layered negotiation that crosses institutional norms, cultural contexts, and interpersonal interactions. Only through the integration of institutional resources, the reconfiguration of implicit cultural norms, and cross-role collaboration can the principles of inclusive education be progressively realized, thereby promoting fairness and accessibility in educational participation.