因小礙而大愛：從身心障礙兒母親到融合教育幼教師之自我敘說

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题名:	因小礙而大愛：從身心障礙兒母親到融合教育幼教師之自我敘說
其它题名:	From My Child’s Disability to Love for Many: A Self-Narrative of Transforming from a Mother of a Child with Disabilities to an Inclusive Education Kindergarten Teacher
作者:	林美珠
贡献者:	龔美娟
关键词:	自我敘說;身心障礙兒;生態系統;融合教育;Self-Narrative;Children with Disabilities;Ecological System;Inclusive Education
日期:	2025
上传时间:	2025-09-02T08:03:26Z
出版者:	德育學校財團法人德育護理健康學院;幼兒保育系碩士班
摘要:	本研究採質性研究中的敘事研究方法，聚焦於研究者自身的生命歷程，透過回顧、敘說與省思，以生態系統下的視角描繪個人經驗與融合教育實踐之間的關聯。研究者從陪伴罹患罕見疾病的兒子開始，歷經特教助理員與幼教實務的多重角色轉換，逐步深化對融合教育的理解與投入。隨著兒子的離世，將對個體的愛昇華為推動融合教育的關懷與行動。在資料分析上，採用Lieblich等人（1998）提出的「整體－內容」分析模式，並透過四位熟悉研究者生命歷程的教育者進行半結構式訪談，輔以照片、工作觀察、職涯與相關學經歷文件資料，進行三角檢核以提升研究信效度。研究結果顯示：（一）生命經驗能轉化為教育實踐的內在動力；（二）多重角色歷程強化理解差異的敏感度與合作視野；（三）敘事書寫促進自我認同與專業成長；（四）融合教育實踐須仰賴多層次系統支持。根據結果，建議教育現場應強化對特殊需求家庭處境的理解與支持，並建立跨系統合作機制，提升融合教育的實踐效能。透過生命故事的敘說，期盼能為有類似經歷的家庭帶來支持與共鳴。隨著書寫與反思的深入，研究者體悟：「雖無法延伸生命的長度，卻能拓展生命的寬度；透過淬鍊與省思，強化生命的韌度」。 This study adopts a qualitative narrative research approach, focusing on the researcher’s own life journey. Through retrospection, narration, and reflection, it explores how personal experiences intertwine with Bronfenbrenner’s ecological systems theory and the practice of inclusive education. The researcher’s transformation began with caring for a son diagnosed with a rare disease and evolved through various roles, including special education assistant and early childhood educator, gradually deepening her understanding and commitment to inclusive education. Following the passing of her son, the researcher transformed her personal love into compassionate action to advocate for inclusive practices. For data analysis, the study employs the “holistic-content” model proposed by Lieblich et al. (1998). It incorporates semi-structured interviews with four educators familiar with the researcher’s life trajectory, alongside photographs, career records, and academic/professional documents to conduct triangulation and enhance research redibility. The findings reveal: (1) Life experiences can be transformed into intrinsic motivation for educational practice; (2) Navigating multiple roles enhances sensitivity to diversity and fosters a collaborative perspective; (3) Narrative writing promotes self-identity and professional growth; (4) Effective implementation of inclusive education relies on multi-level systemic support. Based on these results, the study recommends strengthening awareness and support for families of children with special needs within educational settings, and establishing cross-system collaborative mechanisms to improve the effectiveness of inclusive education. Through the telling of this life story, the researcher hopes to offer resonance and support to families with similar experiences. As the writing and reflection deepened, she came to realize: "Though we cannot extend the length of life, we can expand its breadth; through refinement and reflection, we can strengthen its resilience."
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