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題名 在高等教育中實施融合教育政策：中國地方高校殘障學生支持網絡的生態案例研究
Implementing Inclusive Education Policy within Higher Education: An Ecological Case Study on Support Networks for Students with Disability in Chinese Local College作者 解子慧
Xie, Zi-Hui貢獻者 邱美秀<br>劉嘉慧
Chiu, Mei-Siu<br>Lau, Ka-Wai, Maggie
解子慧
Xie, Zi-Hui關鍵詞 融合教育
高等教育
支持網絡
中國地方高校
身心障礙人士
Inclusive education
Higher education
Support network
Chinese local college
Persons with disability日期 2024 上傳時間 4-Sep-2024 14:20:56 (UTC+8) 摘要 本研究探討了在實施融合教育（IE）政策的過程中，在高等教育（HE）領域內為身心障礙群體發展的支持網絡。儘管國際社會通過《殘疾人權利公約》等政策倡导在HE中實現包容性，並且中國不斷加強有關身心障礙人士教育權利的法律保護，但在HE層面的IE實踐中仍存在顯著差距。過往的IE研究主要集中於早期和基礎教育，而對於HE階段，尤其是在中國背景下的實證探索相對較少。 通過採用案例研究方法結合文獻計量學和深入訪談，本研究分析了全球和中國HE領域內IE的學術支持網絡，以及中國一所地方大學內部IE政策實施的實踐支持網絡。特別強調了IE實踐中行動者網絡內的角色和互動，同時重新評估了對殘障概念的理解和實施。本研究利用布朗芬布倫納的生態系統理論作為概念框架，聚焦於HE內的IE支持網絡，關注對身心障礙學生的支持，並從社會正義的角度審視IE實踐。 研究結果表明，儘管在全球和中國學術網絡對身心障礙人士HE的支持方面取得了一些進展，但存在地理集中性和區域差異性，使中國處於邊緣化地位。在中國國內，儘管有政策層面的支援，但資源分配不均、教師的負擔和責任失衡以及學生面臨的話語權挑戰等問題，仍然是IE在HE內部實施的主要障礙。研究認為，根植於中國背景的本土化且具有國際視野的IE實踐，在HE支持網絡中至關重要。此外，研究揭示了對殘障理解越深入，個體在參與支持網絡方面越積極主動，也越擅長識別現行政策的不足。本研究不僅為政策制定者提供了寶貴的見解，也引導教育工作者和研究者開展更多元的研究，為促進身心障礙群體的教育公平和社會融合做出貢獻。
This study investigates the support networks for disability groups that have developed within higher education (HE) with the implementation of inclusive education (IE) policies. While international society advocates inclusivity in HE through policies such as the Convention on the Rights of Persons with Disabilities, and China has continuously strengthened legal protections around the right to education of individuals with disabilities, significant gaps persist in IE practices at the HE level. Past IE research has primarily focused on early and basic education, with relatively scant in-depth exploration, especially empirical exploration, of the HE phase, particularly in the Chinese context. Employing a case study approach combined with bibliometrics and in-depth interviews, this study analyzes the academic support networks for IE in the global and Chinese HE fields, as well as the internal support networks for IE policy implementation within a local Chinese university. In particular, it emphasizes the roles and interactions within the actor network in IE practices, alongside reevaluating the understanding and implementation of the concept of disability. Utilizing Bronfenbrenner’s ecological systems theory as a conceptual framework, the study zeroes in on the IE support networks within HE, focusing on the support for students with disabilities and examining IE practices from a social justice perspective. The findings indicate that despite some advancements in global and Chinese academic networks’ support of HE for people with disabilities, regional concentration and disparities exist, marginalizing China. In China, despite policy-level backing, issues such as inequitable resource allocation, the burden and responsibilities placed on teachers, and the communication challenges faced by students, remain major obstacles to IE policy implementation. 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國立政治大學
教育學系
110152522資料來源 http://thesis.lib.nccu.edu.tw/record/#G0110152522 資料類型 thesis dc.contributor.advisor 邱美秀<br>劉嘉慧 zh_TW dc.contributor.advisor Chiu, Mei-Siu<br>Lau, Ka-Wai, Maggie en_US dc.contributor.author (Authors) 解子慧 zh_TW dc.contributor.author (Authors) Xie, Zi-Hui en_US dc.creator (作者) 解子慧 zh_TW dc.creator (作者) Xie, Zi-Hui en_US dc.date (日期) 2024 en_US dc.date.accessioned 4-Sep-2024 14:20:56 (UTC+8) - dc.date.available 4-Sep-2024 14:20:56 (UTC+8) - dc.date.issued (上傳時間) 4-Sep-2024 14:20:56 (UTC+8) - dc.identifier (Other Identifiers) G0110152522 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/153219 - dc.description (描述) 博士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育學系 zh_TW dc.description (描述) 110152522 zh_TW dc.description.abstract (摘要) 本研究探討了在實施融合教育（IE）政策的過程中，在高等教育（HE）領域內為身心障礙群體發展的支持網絡。儘管國際社會通過《殘疾人權利公約》等政策倡导在HE中實現包容性，並且中國不斷加強有關身心障礙人士教育權利的法律保護，但在HE層面的IE實踐中仍存在顯著差距。過往的IE研究主要集中於早期和基礎教育，而對於HE階段，尤其是在中國背景下的實證探索相對較少。 通過採用案例研究方法結合文獻計量學和深入訪談，本研究分析了全球和中國HE領域內IE的學術支持網絡，以及中國一所地方大學內部IE政策實施的實踐支持網絡。特別強調了IE實踐中行動者網絡內的角色和互動，同時重新評估了對殘障概念的理解和實施。本研究利用布朗芬布倫納的生態系統理論作為概念框架，聚焦於HE內的IE支持網絡，關注對身心障礙學生的支持，並從社會正義的角度審視IE實踐。 研究結果表明，儘管在全球和中國學術網絡對身心障礙人士HE的支持方面取得了一些進展，但存在地理集中性和區域差異性，使中國處於邊緣化地位。在中國國內，儘管有政策層面的支援，但資源分配不均、教師的負擔和責任失衡以及學生面臨的話語權挑戰等問題，仍然是IE在HE內部實施的主要障礙。研究認為，根植於中國背景的本土化且具有國際視野的IE實踐，在HE支持網絡中至關重要。此外，研究揭示了對殘障理解越深入，個體在參與支持網絡方面越積極主動，也越擅長識別現行政策的不足。本研究不僅為政策制定者提供了寶貴的見解，也引導教育工作者和研究者開展更多元的研究，為促進身心障礙群體的教育公平和社會融合做出貢獻。 zh_TW dc.description.abstract (摘要) This study investigates the support networks for disability groups that have developed within higher education (HE) with the implementation of inclusive education (IE) policies. While international society advocates inclusivity in HE through policies such as the Convention on the Rights of Persons with Disabilities, and China has continuously strengthened legal protections around the right to education of individuals with disabilities, significant gaps persist in IE practices at the HE level. Past IE research has primarily focused on early and basic education, with relatively scant in-depth exploration, especially empirical exploration, of the HE phase, particularly in the Chinese context. Employing a case study approach combined with bibliometrics and in-depth interviews, this study analyzes the academic support networks for IE in the global and Chinese HE fields, as well as the internal support networks for IE policy implementation within a local Chinese university. In particular, it emphasizes the roles and interactions within the actor network in IE practices, alongside reevaluating the understanding and implementation of the concept of disability. Utilizing Bronfenbrenner’s ecological systems theory as a conceptual framework, the study zeroes in on the IE support networks within HE, focusing on the support for students with disabilities and examining IE practices from a social justice perspective. The findings indicate that despite some advancements in global and Chinese academic networks’ support of HE for people with disabilities, regional concentration and disparities exist, marginalizing China. In China, despite policy-level backing, issues such as inequitable resource allocation, the burden and responsibilities placed on teachers, and the communication challenges faced by students, remain major obstacles to IE policy implementation. The study argues that more localized and internationally informed IE practices rooted in the Chinese context are essential within HE support networks. Moreover, the study reveals that the deeper one’s understanding of disability, the more proactive one is in engaging with support networks and the more adept one becomes at identifying shortcomings in current policies. This study not only furnishes policymakers with valuable insights but also directs educators and researchers toward more diversified research, contributing to the promotion of educational equity and social integration for persons with disabilities. en_US dc.description.tableofcontents LIST OF TABLES VI LIST OF FIGURES VII CHAPTER 1: INTRODUCTION 1 1.1 Background 1 1.2 Statement of Aims, Objectives and Research Questions 2 1.2.1 Research Objectives 4 1.2.2 Research Questions of This Study 4 1.3 Significance of this Research 4 1.4 Structure of the Thesis 6 CHAPTER 2: LITERATURE REVIEW 8 2.1 Introduction 8 2.2 Conceptual Rationale: Ecological System Theory 8 2.2.1 Application of Ecosystems Theory in IE Research 9 2.3 The Core: Disability and Inclusion 11 2.3.1 Disability Concept Evolution: From Medical Model to Social Model 11 2.3.2 Disability Models in Educational Practice 13 2.3.3 Inclusive Education: An Educational Support for All Groups 15 2.4 Microsystem: IE Implementation in Higher Education Institutions 18 2.4.1 IE Implementation at HE Level 18 2.4.1.1 IE Practice in HE Institutions 19 2.4.2 Factors Affecting IE Implementation in HE from Different Perspectives 19 2.4.2.1 Institutional Commitment and Culture Creation 20 2.4.2.2 Key Practitioners Cooperative Networks 20 2.4.2.3 Accessibility 21 2.4.2.4 Theoretical Support form Researchers 23 2.5 Exosystem: Educational Policy Implementation and Networks of Support 24 2.6 Mesosystem: National Practice in Chinese HE 27 2.6.1 Disability and HE Policy History in Mainland China 27 2.6.2 Mainland China’s Education System for Disability 29 2.7 Macrosystem: Global Practice on HE for SEN Students 30 2.8 Conceptual and Theoretical Framework 32 2.8.1 Theories and Perspectives in This Study 32 2.8.1.1 Application of Ecological System Theory in This Study 32 2.8.1.2 Social Justice Perspective 35 2.8.2 Conceptual Framework of This Study 37 CHAPTER 3: RESEARCH DESIGN AND METHOD 39 3.1 Introduction 39 3.2. Research Method: Case Study 40 3.2.1 Overview of the Case Study and Selection of the Case University 40 3.2.2 Bibliometrics: Quantitative Method for the Macro and Meso Levels 43 3.2.3 Interview: Qualitative Method for the Core Micro Level 44 3.3 Sample and Sampling Procedure 46 3.3.1 Five-Step Workflow for Macro and Meso Levels: The Cooperative Network of Global and Chinese Academic Supporter 46 3.3.1.1 CiteSpace: Research Tool for Quantitative Part 49 3.3.2 The Core of this Study: IE Actor Network in a Chinese Local College 49 3.3.2.1 Participants: Three Types of Key IE Practitioners in the Case University 50 3.3.2.2 Sampling Criteria 53 3.3.2.3 Semi-Structured Interview: Research Tool for Qualitative Part 54 3.4 Data Analysis 55 3.4.1 Bibliometric Analysis for Macro and Meso Levels 55 3.4.2 Three-Level Coding with NVivo for Micro Level 57 3.5 Trustworthiness 58 3.5.1 Credibility 58 3.5.2 Transferability 59 3.5.3 Dependability 59 3.5.4 Confirmability 60 3.6 Ethical Consideration 60 CHAPTER 4: FINDINGS AT MACRO LEVEL 62 4.1 Introduction 62 4.2 Distribution of Countries/Regions 62 4.3 Active Researchers and Their Cooperative Networks 64 4.4 Research Themes and Their Development trends 67 4.4.1 Keyword Co-occurrence Analysis for Researchers’ Achievements 67 4.4.2 Research Phases and Trends of IE within HE with IE Policy Implementation 71 4.5 Summary 73 CHAPTER 5: FINDINGS AT MESO LEVEL 75 5.1 Introduction 75 5.2 Main HE Institutions and Their Cooperative Networks 75 5.3 Active Researchers and Their Co-operation Networks 78 5.4 Co-occurrence Analysis of Focus Themes to Domestic Researchers 80 5.5 Domestic Academic Development Trends and Policy Interactions 86 5.5.1 Academic Outputs Time Trend and Policy Interactions 86 5.5.2 Research Development Trends and Policy Interactions 87 5.6 Summary 92 CHAPTER 6: FINDINGSAT MICRO LEVEL 94 6.1 Introduction 94 6.2 Support Network Construction and Interaction 94 6.2.1 Actors Roles and Functions 94 6.2.1.1 Actor-Type Modeling Constructs 94 6.2.1.2 Managers: Resource Allocation and Culture Creation for IE Policy Implementation 96 6.2.1.3 Educators: Direct Supporters of IE Practice 99 6.2.1.4 Learners: Active and Wide-Ranging IE Participants 101 6.2.1.5 Researchers: Research for IE Practice 103 6.2.2 Actants Identification and the Interaction with Actors 105 6.2.2.1 Actant-Actor Interaction 105 6.2.2.2 Third-Party Institutions: Direct Involvement and Specialization 108 6.2.2.3 Accessibility and Technology: Direct Influencers 110 6.2.2.4 Curriculum and Teaching Materials Support: Standardization 111 6.2.2.5 Policy Documents and Regulations: Certainty and Ambiguity 113 6.3 Actors’ Perceptions of and Attitudes Toward External and Internal IE Policy Implementation 115 6.3.1 State Implementation of IE Policies in Domestic Institutions 115 6.3.1.1 HE Access Policy for SEN Students: Positive Reactions and Implementation Challenges 115 6.3.1.2 Student Support Policy in the IE Process: Recognition and Worries 120 6.3.2 Design and Implementation of Internal IE Policies in the Case University 122 6.3.2.1 Academic and Employment Assistance Policies: Praise and Skepticism 123 6.3.2.2 Policies to Support Accessibility in Everyday Life: Successes and Points for Improvement 126 6.3.2.3 Mental Health Support Policy: Positive and Negative Responses 131 6.4 Actors’ Understanding of Disability Through IE Implementation 134 6.4.1 Personal Barriers 134 6.4.2 Environmental Barriers 136 6.4.3 Prospects: Elimination to Natural Existence 137 6.5 Challenges of and Obstacles to IE Practice 139 6.5.1 Questioning the Fairness of Resource Allocation: Challenges for Managers 139 6.5.2 Teachers’ Responsibilities and Burdens: Balancing Fair Treatment with Professional Support 141 6.5.3 Inadequate Channels for Communication with Students 143 6.6 Summary 145 CHAPTER 7: DISCUSSION AND CONCLUSION 148 7.1 Introduction 148 7.2 Theoretical Support at the Global and Specific National Levels: Cooperative Academic Networks for SEN Students’ HE Support 148 7.2.1 Networks at the Global Level 148 7.2.2 Networks at the National Level 150 7.2.3 Networks at the Institutional Level in Chinese HE 151 7.3 Practical Support: Actor Networks Within the Local University 152 7.3.1 Roles and Interactions of Actors and Actants 153 7.3.2 Revisiting IE Actors’ Understanding of the Concept of Disability 154 7.3.3 Challenges for the Support Network of Actors 156 7.4 Policy Implications 157 7.4.1 Implications and Recommendations for University Administrators 158 7.4.2 Implications and Recommendations for Teachers and Students 159 7.5 Study Limitations 160 7.5.1 Reflections on the Conceptual Framework and Research Contributions 160 7.5.2 Limitations and Future Research 163 REFERENCES 166 APPENDIX 179 Appendix 1: Research Brief 179 Appendix 2: Consent Letter for Participants 182 Appendix 3: Protocol for Administrative Faculty Interviews 184 Appendix 4: Protocol for Academic Faculty Interviews 188 Appendix 5: Protocol for Student Focus Group Interviews 192 zh_TW dc.format.extent 2604658 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0110152522 en_US dc.subject (關鍵詞) 融合教育 zh_TW dc.subject (關鍵詞) 高等教育 zh_TW dc.subject (關鍵詞) 支持網絡 zh_TW dc.subject (關鍵詞) 中國地方高校 zh_TW dc.subject (關鍵詞) 身心障礙人士 zh_TW dc.subject (關鍵詞) Inclusive education en_US dc.subject (關鍵詞) Higher education en_US dc.subject (關鍵詞) Support network en_US dc.subject (關鍵詞) Chinese local college en_US dc.subject (關鍵詞) Persons with disability en_US dc.title (題名) 在高等教育中實施融合教育政策：中國地方高校殘障學生支持網絡的生態案例研究 zh_TW dc.title (題名) Implementing Inclusive Education Policy within Higher Education: An Ecological Case Study on Support Networks for Students with Disability in Chinese Local College en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) Agius, S. 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