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題名 在台身心障礙學生申請高等教育之入學過程
Transition to Higher Education for Students with Disabilities in Taiwan作者 許立文
Legouis, Jules貢獻者 姜以琳
Chiang, Yi-Lin
許立文
Jules Legouis關鍵詞 身心障礙
教育
公平
入學過程
大學
歧視
disability
education
fairness
transition process
college
discrimination日期 2021 上傳時間 4-Aug-2021 16:20:00 (UTC+8) 摘要 在討論社會福利和社會正義時，身心障礙者的教育是一個重要的議題。在高等教育系統中，身心障礙者總是被排除在外的主要原因有以下幾點：缺乏公平的入學管道、社會對身心障礙者的誤解、身心障礙者所面對的社會壓力（低父母期望值、霸凌……等）。台灣政府已表示願意為所有人提供一個具高度包容性的高等教育體系，並且為身心障礙學生提供保障名額並進行獨立招生考試，但同時這些考試卻又遺憾的對他們有重重限制，造成他們難以進入頂尖大學。在這項研究中，我採訪了12名台灣身心障礙學生，其中6名來自私立大學，另外6名來自頂尖國立大學，並詢問了他們考取大學的考試過程與經驗。根據研究結果顯示，入學機會會依據身心障礙的程度和類型有很大的差距，輕度肢體障礙或感覺障礙，相對於精神障礙或學習障礙，有更容易被頂尖大學錄取的趨勢，而造成此結果的主因為對身心障礙者的偏見、特殊考場的稀缺，以及身心障礙學生保障名額中的分配不均等問題。
Access to education for people with disabilities is primary when social welfare and equity are discussed. The major causes for the non-inclusion of people with special needs within the higher education system are the inability to provide a fair entrance channel, the misunderstanding of the special needs of this population, and the social pressure (low parental expectations, bullying…) on people with disabilities. Taiwan has shown its willingness to provide an inclusive higher education system to everyone as it reserves a special exam and an independent interview channel for students with disabilities but those examinations more often than not do not allow them to access elite institutions. In this study, I interview 12 Taiwanese students with disabilities, 6 from private universities, 6 from elite public schools, and ask them about their experience with the college admission entrance process. The findings reveal that the enrollment opportunities are very different depending on the degree and type of disability; favorable for mild physical or sensory disabilities but disadvantageous for mental, psychic, or learning disabilities as well as any disability when the impairment is more severe. The reasons for that are mainly prejudices against people with disabilities, seldomness of exam accommodations, and unequal repartition of special quotas.參考文獻 Allan, J. (2010). The sociology of disability and the struggle for inclusive education. British Journal of Sociology of Education, 31(5), 603-619.Amrous, N., & Barhoumi, M. (2012). Emploi et Chômage des Personnes Handicapées. INSEE.Association des Professionnels d`Accompagnement du Handicap dans l`Enseignement Supérieur. Handicap & Etudes Supérieures. Available from:https://services.dgesip.fr/fichiers/APACHES-plaquette-handi.pdf [Accessed July 18,2021].Barnes, C. (2007). Disability, higher education, and the inclusive society. British Journal of Sociology of Education, 28(1), 135-145.Bouvier, G., & Niel, X. (2010). Les Discriminations Liées au Handicap et à la Santé. INSEE.Bowles, S., Gintis, H., & Meyer, P. (1975). The long shadow of work: Education, the family, and the reproduction of the social division of labor. Insurgent Sociologist, 5(4), 3-22.Chang, H. (2014). Social change and the disability rights movement in Taiwan 1981-2002. The Review of Disability Studies: An International Journal, (3), 1–12.Chang, H. (2009). From housewives to activists: Lived experiences of mothers for disability rights in Taiwan. Asian Journal of Women`s studies, 15(3), 34-59.Chatzitheochari, S., & Platt, L. (2019). Disability differentials in educational attainment in England: Primary and secondary effects. The British Journal of Sociology, 70(2), 502-525.Chen, D. (2012). Higher education reform in Taiwan and its implications on equality. Chinese Education & Society, 45(5-6), 134-151.Chen, L. J., & Zhang, D. (2003). Transition services in Taiwan: Comparison between service need and services received. Education and Training in Developmental Disabilities, 334-340.Chou, C. P. (2015). Higher education development in Taiwan. In: Cheol Shin, J., Postiglione, G., Huang, F. (eds.) Mass Higher Education Development in East Asia. New York, Springer. 89-103.Chou, C.P., & Wang, L.T. (2012). Who benefits from the massification of higher education in Taiwan? Chinese Education & Society, 45(5-6), 8-20.Coard, B. (1971). How the West Indian Child is Made Educationally Subnormal in the British School System. London, New Beacon Books.College Entrance Examination Center. The College Admission Process in Taiwan. Available from:https://www.ceec.edu.tw/en/xmdoc/cont?XsmSId=0J164378162651032149 [Accessed July 12,2021].Deutsch, M. (2006). A framework for thinking about oppression and its change. Social Justice Research, 19(1), 7-41.Elliott, S. N., McKevitt, B. C., & Kettler, R. J. (2002). Testing accommodations research and decision making: The case of “good” scores being highly valued but difficult to achieve for all students. Measurement and Evaluation in Counseling and Development, 35(3), 153-166.Emerson, E., Fortune, N., Aitken, Z., Hatton, C., Stancliffe, R., & Llewellyn, G. (2020). The wellbeing of working-age adults with and without disability in the UK: associations with age, gender,ethnicity, partnership status, educational attainment and employment status. Disability and Health Journal, 13(3), 1-7.Emong, P., & Eron, L. (2016). Disability inclusion in higher education in Uganda: Status and strategies. African Journal of Disability, 5(1), 1-11.Eurostats Statistics Explained. Archive: Disability Statistics - Access to Education and Training. Available from:https://ec.europa.eu/eurostat/statistics-explained/index.php?title=Archive:Disability_statistics_-_access_to_education_and_training&oldid=413588#First_and_second_stage_of_tertiary_education_attained_by_15_.25_of_disabled_persons.3B_25_.25_for_those_not_having_a_disability[Accessed July 18, 2021].Francis, G. L., & Chiu, C. Y. (2020). The way to ultimate wisdom: an exploratory qualitative study on Taiwanese students with disabilities attending college. International Journal of Developmental Disabilities, 66(4), 270-281.Gabel, S. L., & Miskovic, M. (2014). Discourse and the containment of disability in higher education: an institutional analysis. Disability & Society, 29(7), 1145-1158.Ho, H. K. (2004). Inclusive Higher Education for Students with Disabilities in Taiwan. East Lansing, MI: National Center for Research on Teacher Learning.Janus, A. L. (2009). Disability and the transition to adulthood. Social Forces, 88(1), 99-120.Jenkins, R. (1991). Disability and social stratification. British Journal of Sociology, 42(4), 557-580.Lai, S. A., & Berkeley, S. (2012). High-stakes test accommodations: Research and practice. Learning Disability Quarterly, 35(3), 158-169.Li, H. C., Lee, W. C., & Lien, H. M. (2016) Investigating the equality of two-track college recruitment—evidence from administrative data of National Chengchi University. AcademiaEconomic Papers, 44(2), 207-250.Lin, H. C. (2008). Transition services for high school students with intellectual disabilities in Taiwan. Journal on Developmental Disabilities, 14(1), 40-51.Long, M. C. (2007). Affirmative action and its alternatives in public universities: What do we know? Public Administration Review, 67(2), 315-330.Lucas, S. R. (2001). Effectively maintained inequality: Education transitions, track mobility, and social background effects. American Journal of Sociology, 106(6), 1642-1690.Madriaga, M., Hanson, K., Kay, H., & Walker, A. (2011). Marking-out normalcy and disability in higher education. British Journal of Sociology of Education, 32(6), 901-920.Meyer, J. W., Ramirez, F. O., & Soysal, Y. N. (1992). World expansion of mass education, 1870-1980. Sociology of Education, 65(2) 128-149.Moriña, A. (2017). Inclusive education in higher education: challenges and opportunities. European Journal of Special Needs Education, 32(1), 3-17.Mutanga, O., & Walker, M. (2015). Towards a disability-inclusive higher education policy through the capabilities approach. Journal of Human Development and Capabilities, 16(4), 501-517.National Center for College Students with Disabilities. Quick Facts on Students with Disabilities in College - Percent and Top 5 Types Reported. Available From: https://www.nccsdonline.org/[Accessed July 18, 2021].National Central University. 109 學年度身心障礙學生升學大專校院甄試 重要日程表. [Online] Available from: https://cis.ncu.edu.tw/EnableSys/home [Accessed July 12, 2021].National Central University. 109 學年度身心障礙學生升學大專校院甄試考生報名人數統計表. [Online] Available from: https://cis.ncu.edu.tw/EnableSys/home [Accessed July 12, 2021].Neufeldt, A. H. (1995). Empirical dimensions of discrimination against disabled people. Health and Human Rights, 174-189.OECD (2019). What are the earnings advantages from education? in Education at a Glance 2019: OECD Indicators, OECD Publishing, Paris.Oren, C., & Even, A. (2005). The Fairness and Validity of the Higher Education Selection System for Students with Disabilities. National Institute for Testing and Evaluation Report No. 325.Powell, J. J. (2006). Special education and the risk of becoming less educated. European Societies, 8(4), 577-599.Riddell, S., Tinklin, T., & Wilson, A. (2005). New labour, social justice and disabled students in higher education. British Educational Research Journal, 31(5), 623-643.Sachs, D., & Schreuer, N. (2011). Inclusion of students with disabilities in higher education: Performance and participation in student`s experiences. Disability Studies Quarterly, 31(2).Shakespeare, T. (2006). The social model of disability. The Disability Studies Reader, 2, 197-204. Sorokin, P. A. (1959). Social and Cultural Mobility. New York: Free Press.Sorokin, P. A. (1959). Social and Cultural Mobility. New York: Free Press.Stanton, E. (2007). The Human Development Index: A History. Working Paper. Amherst, Department of Economics at the University of Massachusetts-Amherst.Stewart, J., & Schwartz, S. (2018). Equal education, unequal jobs: College and university students with disabilities. Relations Industrielles/Industrial Relations, 73(2), 369-394.Taiwan Ministry of Education 各級學校基本資料https://depart.moe.edu.tw/ed4500/News.aspx?n=5A930C32CC6C3818&sms=91B3AAE8C6388B96 (in Chinese) [Accessed July 12, 2021].Taiwan Ministry of Health and Welfare 身心障礙者福利https://dep.mohw.gov.tw/dos/lp-2976-113.html (in Chinese) [Accessed July 12, 2021].Thomas, C. (2004). How is disability understood? An examination of sociological approaches. Disability & Society, 19(6), 569-583.Titchkosky, T. (2011). The Question of Access: Disability, space, meaning. Toronto: University of Toronto Press.United Nations Development Program. Human Development Index (HDI). [Online]. Available from:http://hdr.undp.org/en/content/human-development-index-hdi [Accessed July 12, 2021].Wang, K. Y. L. (2016). Health and social services for people with intellectual and developmental disabilities in Taiwan. In Rubin, L., Merrick, J., Greydanus, D., Patel, D. (eds.) Health Care for People with Intellectual and Developmental Disabilities across the Lifespan, 453-459.Welch, A. B. (2000). Responding to student concerns about fairness. Teaching Exceptional Children, 33(2), 36-40.Wells, T., Hogan, D. P., & Sandefur, G. D. (2003). What happens after the high school years among young persons with disabilities? Social Forces, 82(2), 803-832.World Health Organization. Disability. [Online]. Available from:https://www.who.int/health-topics/disability#tab=tab_1 [Accessed July 12, 2021].Wu-Tien, W. (2007). Inclusive education in Taiwan. Chinese Education & Society, 40(4), 76-96. 描述 碩士
國立政治大學
亞太研究英語碩士學位學程(IMAS)
108926010資料來源 http://thesis.lib.nccu.edu.tw/record/#G0108926010 資料類型 thesis dc.contributor.advisor 姜以琳 zh_TW dc.contributor.advisor Chiang, Yi-Lin en_US dc.contributor.author (Authors) 許立文 zh_TW dc.contributor.author (Authors) Jules Legouis en_US dc.creator (作者) 許立文 zh_TW dc.creator (作者) Legouis, Jules en_US dc.date (日期) 2021 en_US dc.date.accessioned 4-Aug-2021 16:20:00 (UTC+8) - dc.date.available 4-Aug-2021 16:20:00 (UTC+8) - dc.date.issued (上傳時間) 4-Aug-2021 16:20:00 (UTC+8) - dc.identifier (Other Identifiers) G0108926010 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/136654 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 亞太研究英語碩士學位學程(IMAS) zh_TW dc.description (描述) 108926010 zh_TW dc.description.abstract (摘要) 在討論社會福利和社會正義時，身心障礙者的教育是一個重要的議題。在高等教育系統中，身心障礙者總是被排除在外的主要原因有以下幾點：缺乏公平的入學管道、社會對身心障礙者的誤解、身心障礙者所面對的社會壓力（低父母期望值、霸凌……等）。台灣政府已表示願意為所有人提供一個具高度包容性的高等教育體系，並且為身心障礙學生提供保障名額並進行獨立招生考試，但同時這些考試卻又遺憾的對他們有重重限制，造成他們難以進入頂尖大學。在這項研究中，我採訪了12名台灣身心障礙學生，其中6名來自私立大學，另外6名來自頂尖國立大學，並詢問了他們考取大學的考試過程與經驗。根據研究結果顯示，入學機會會依據身心障礙的程度和類型有很大的差距，輕度肢體障礙或感覺障礙，相對於精神障礙或學習障礙，有更容易被頂尖大學錄取的趨勢，而造成此結果的主因為對身心障礙者的偏見、特殊考場的稀缺，以及身心障礙學生保障名額中的分配不均等問題。 zh_TW dc.description.abstract (摘要) Access to education for people with disabilities is primary when social welfare and equity are discussed. The major causes for the non-inclusion of people with special needs within the higher education system are the inability to provide a fair entrance channel, the misunderstanding of the special needs of this population, and the social pressure (low parental expectations, bullying…) on people with disabilities. Taiwan has shown its willingness to provide an inclusive higher education system to everyone as it reserves a special exam and an independent interview channel for students with disabilities but those examinations more often than not do not allow them to access elite institutions. In this study, I interview 12 Taiwanese students with disabilities, 6 from private universities, 6 from elite public schools, and ask them about their experience with the college admission entrance process. The findings reveal that the enrollment opportunities are very different depending on the degree and type of disability; favorable for mild physical or sensory disabilities but disadvantageous for mental, psychic, or learning disabilities as well as any disability when the impairment is more severe. The reasons for that are mainly prejudices against people with disabilities, seldomness of exam accommodations, and unequal repartition of special quotas. en_US dc.description.tableofcontents Introduction 5Why disability matters 8Fairness in the examination system 15Context: The college admission process for people with disabilities in Taiwan 21Data and Methods 28Findings 30Discussion 52References 56 zh_TW dc.format.extent 828215 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0108926010 en_US dc.subject (關鍵詞) 身心障礙 zh_TW dc.subject (關鍵詞) 教育 zh_TW dc.subject (關鍵詞) 公平 zh_TW dc.subject (關鍵詞) 入學過程 zh_TW dc.subject (關鍵詞) 大學 zh_TW dc.subject (關鍵詞) 歧視 zh_TW dc.subject (關鍵詞) disability en_US dc.subject (關鍵詞) education en_US dc.subject (關鍵詞) fairness en_US dc.subject (關鍵詞) transition process en_US dc.subject (關鍵詞) college en_US dc.subject (關鍵詞) discrimination en_US dc.title (題名) 在台身心障礙學生申請高等教育之入學過程 zh_TW dc.title (題名) Transition to Higher Education for Students with Disabilities in Taiwan en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) Allan, J. (2010). The sociology of disability and the struggle for inclusive education. British Journal of Sociology of Education, 31(5), 603-619.Amrous, N., & Barhoumi, M. (2012). Emploi et Chômage des Personnes Handicapées. INSEE.Association des Professionnels d`Accompagnement du Handicap dans l`Enseignement Supérieur. Handicap & Etudes Supérieures. Available from:https://services.dgesip.fr/fichiers/APACHES-plaquette-handi.pdf [Accessed July 18,2021].Barnes, C. (2007). Disability, higher education, and the inclusive society. British Journal of Sociology of Education, 28(1), 135-145.Bouvier, G., & Niel, X. (2010). Les Discriminations Liées au Handicap et à la Santé. INSEE.Bowles, S., Gintis, H., & Meyer, P. (1975). The long shadow of work: Education, the family, and the reproduction of the social division of labor. Insurgent Sociologist, 5(4), 3-22.Chang, H. (2014). Social change and the disability rights movement in Taiwan 1981-2002. The Review of Disability Studies: An International Journal, (3), 1–12.Chang, H. (2009). From housewives to activists: Lived experiences of mothers for disability rights in Taiwan. Asian Journal of Women`s studies, 15(3), 34-59.Chatzitheochari, S., & Platt, L. (2019). Disability differentials in educational attainment in England: Primary and secondary effects. The British Journal of Sociology, 70(2), 502-525.Chen, D. (2012). Higher education reform in Taiwan and its implications on equality. Chinese Education & Society, 45(5-6), 134-151.Chen, L. J., & Zhang, D. (2003). Transition services in Taiwan: Comparison between service need and services received. Education and Training in Developmental Disabilities, 334-340.Chou, C. P. (2015). Higher education development in Taiwan. In: Cheol Shin, J., Postiglione, G., Huang, F. (eds.) Mass Higher Education Development in East Asia. New York, Springer. 89-103.Chou, C.P., & Wang, L.T. (2012). Who benefits from the massification of higher education in Taiwan? Chinese Education & Society, 45(5-6), 8-20.Coard, B. (1971). How the West Indian Child is Made Educationally Subnormal in the British School System. London, New Beacon Books.College Entrance Examination Center. The College Admission Process in Taiwan. Available from:https://www.ceec.edu.tw/en/xmdoc/cont?XsmSId=0J164378162651032149 [Accessed July 12,2021].Deutsch, M. (2006). A framework for thinking about oppression and its change. Social Justice Research, 19(1), 7-41.Elliott, S. N., McKevitt, B. C., & Kettler, R. J. (2002). Testing accommodations research and decision making: The case of “good” scores being highly valued but difficult to achieve for all students. Measurement and Evaluation in Counseling and Development, 35(3), 153-166.Emerson, E., Fortune, N., Aitken, Z., Hatton, C., Stancliffe, R., & Llewellyn, G. (2020). The wellbeing of working-age adults with and without disability in the UK: associations with age, gender,ethnicity, partnership status, educational attainment and employment status. Disability and Health Journal, 13(3), 1-7.Emong, P., & Eron, L. (2016). Disability inclusion in higher education in Uganda: Status and strategies. African Journal of Disability, 5(1), 1-11.Eurostats Statistics Explained. Archive: Disability Statistics - Access to Education and Training. Available from:https://ec.europa.eu/eurostat/statistics-explained/index.php?title=Archive:Disability_statistics_-_access_to_education_and_training&oldid=413588#First_and_second_stage_of_tertiary_education_attained_by_15_.25_of_disabled_persons.3B_25_.25_for_those_not_having_a_disability[Accessed July 18, 2021].Francis, G. L., & Chiu, C. Y. (2020). The way to ultimate wisdom: an exploratory qualitative study on Taiwanese students with disabilities attending college. International Journal of Developmental Disabilities, 66(4), 270-281.Gabel, S. L., & Miskovic, M. (2014). Discourse and the containment of disability in higher education: an institutional analysis. Disability & Society, 29(7), 1145-1158.Ho, H. K. (2004). Inclusive Higher Education for Students with Disabilities in Taiwan. East Lansing, MI: National Center for Research on Teacher Learning.Janus, A. L. (2009). Disability and the transition to adulthood. Social Forces, 88(1), 99-120.Jenkins, R. (1991). Disability and social stratification. British Journal of Sociology, 42(4), 557-580.Lai, S. A., & Berkeley, S. (2012). High-stakes test accommodations: Research and practice. Learning Disability Quarterly, 35(3), 158-169.Li, H. C., Lee, W. C., & Lien, H. M. (2016) Investigating the equality of two-track college recruitment—evidence from administrative data of National Chengchi University. AcademiaEconomic Papers, 44(2), 207-250.Lin, H. C. (2008). Transition services for high school students with intellectual disabilities in Taiwan. Journal on Developmental Disabilities, 14(1), 40-51.Long, M. C. (2007). Affirmative action and its alternatives in public universities: What do we know? Public Administration Review, 67(2), 315-330.Lucas, S. R. (2001). Effectively maintained inequality: Education transitions, track mobility, and social background effects. American Journal of Sociology, 106(6), 1642-1690.Madriaga, M., Hanson, K., Kay, H., & Walker, A. (2011). Marking-out normalcy and disability in higher education. British Journal of Sociology of Education, 32(6), 901-920.Meyer, J. W., Ramirez, F. O., & Soysal, Y. N. (1992). World expansion of mass education, 1870-1980. Sociology of Education, 65(2) 128-149.Moriña, A. (2017). Inclusive education in higher education: challenges and opportunities. European Journal of Special Needs Education, 32(1), 3-17.Mutanga, O., & Walker, M. (2015). Towards a disability-inclusive higher education policy through the capabilities approach. Journal of Human Development and Capabilities, 16(4), 501-517.National Center for College Students with Disabilities. Quick Facts on Students with Disabilities in College - Percent and Top 5 Types Reported. Available From: https://www.nccsdonline.org/[Accessed July 18, 2021].National Central University. 109 學年度身心障礙學生升學大專校院甄試 重要日程表. [Online] Available from: https://cis.ncu.edu.tw/EnableSys/home [Accessed July 12, 2021].National Central University. 109 學年度身心障礙學生升學大專校院甄試考生報名人數統計表. [Online] Available from: https://cis.ncu.edu.tw/EnableSys/home [Accessed July 12, 2021].Neufeldt, A. H. (1995). Empirical dimensions of discrimination against disabled people. Health and Human Rights, 174-189.OECD (2019). What are the earnings advantages from education? in Education at a Glance 2019: OECD Indicators, OECD Publishing, Paris.Oren, C., & Even, A. (2005). The Fairness and Validity of the Higher Education Selection System for Students with Disabilities. National Institute for Testing and Evaluation Report No. 325.Powell, J. J. (2006). Special education and the risk of becoming less educated. European Societies, 8(4), 577-599.Riddell, S., Tinklin, T., & Wilson, A. (2005). New labour, social justice and disabled students in higher education. British Educational Research Journal, 31(5), 623-643.Sachs, D., & Schreuer, N. (2011). Inclusion of students with disabilities in higher education: Performance and participation in student`s experiences. Disability Studies Quarterly, 31(2).Shakespeare, T. (2006). The social model of disability. The Disability Studies Reader, 2, 197-204. Sorokin, P. A. (1959). Social and Cultural Mobility. New York: Free Press.Sorokin, P. A. (1959). Social and Cultural Mobility. New York: Free Press.Stanton, E. (2007). The Human Development Index: A History. Working Paper. Amherst, Department of Economics at the University of Massachusetts-Amherst.Stewart, J., & Schwartz, S. (2018). Equal education, unequal jobs: College and university students with disabilities. Relations Industrielles/Industrial Relations, 73(2), 369-394.Taiwan Ministry of Education 各級學校基本資料https://depart.moe.edu.tw/ed4500/News.aspx?n=5A930C32CC6C3818&sms=91B3AAE8C6388B96 (in Chinese) [Accessed July 12, 2021].Taiwan Ministry of Health and Welfare 身心障礙者福利https://dep.mohw.gov.tw/dos/lp-2976-113.html (in Chinese) [Accessed July 12, 2021].Thomas, C. (2004). How is disability understood? An examination of sociological approaches. Disability & Society, 19(6), 569-583.Titchkosky, T. (2011). The Question of Access: Disability, space, meaning. Toronto: University of Toronto Press.United Nations Development Program. Human Development Index (HDI). [Online]. Available from:http://hdr.undp.org/en/content/human-development-index-hdi [Accessed July 12, 2021].Wang, K. Y. L. (2016). Health and social services for people with intellectual and developmental disabilities in Taiwan. In Rubin, L., Merrick, J., Greydanus, D., Patel, D. (eds.) Health Care for People with Intellectual and Developmental Disabilities across the Lifespan, 453-459.Welch, A. B. (2000). Responding to student concerns about fairness. Teaching Exceptional Children, 33(2), 36-40.Wells, T., Hogan, D. P., & Sandefur, G. D. (2003). What happens after the high school years among young persons with disabilities? Social Forces, 82(2), 803-832.World Health Organization. Disability. [Online]. Available from:https://www.who.int/health-topics/disability#tab=tab_1 [Accessed July 12, 2021].Wu-Tien, W. (2007). Inclusive education in Taiwan. Chinese Education & Society, 40(4), 76-96. zh_TW dc.identifier.doi (DOI) 10.6814/NCCU202101035 en_US
