學習困難、補償與輔導教育：尋找《改革方案》的理論基礎

在《教育制度檢討：改革方案》的諮詢文件裏，教育統籌委員會提及補償與輔導教育，以及照顧學生多元能力和學習需要的相關措施。本文從研究學習困難的三個傳統，即心理－醫學、組織及社會學的傳統，以及個別困難和學習潛能的論述分別探討補償與輔導教育措施和策略背後的理論基礎。此外，筆者又會從上述三個傳統探討可行的發展方向：發展學生的多元智能、實施多元化的學校重建方式，以及邁向一個包容和更均等的教育制度。
In the consultative document entitled Review of Education System: Reform Proposals, the Education Commission mentioned various measures related to compensatory and remedial education as well as those catering for students’ multiple abilities and learning needs. This paper explores the theoretical foundations behind the measures and strategies of compensatory and remedial education from three traditions of research concerning learning difficulties – namely the psycho-medical, the organisational, and the sociological traditions – and discourses of individual difficulties and learning potential. In addition, the author discusses possible directions of development from the three aforementioned traditions which aim at developing students’ multiple intelligences, implementing multiple forms of school restructuring, and moving towards a more accommodating and a more equal educational system. Copyright © 2000 李子建.