台灣視障教育發展─以臺北市立啟明學校為探討中心

Abstract

台灣盲啞教育首見西方傳教士甘為霖在台南成立「訓瞽堂」。北部的視障教育則較南部晚了約27年，起始於隨日軍來台的軍醫木村謹吾在1917年於自宅設立的「木村盲啞教育所」。木村教育所隨著總督府在台教育政策的演變，先後改制為私立台北盲啞學校與台北州立台北盲啞學校，除了教導鍼按、樂器等技職能例外，也敎授國語、算數、體操、修身等近代教育課程。 戰後，配合西方特殊教育思潮引進，中華民國中央政府政權將日治時期的台北州立台北盲啞學校配合制度的改革，經過三次更名，二次遷校，最後終於抵定盲、聾分流設校的政策。在制度面的敘述，文中也敘述作為視障教育樣版的台北啟明學校歷任校長，在不同時期政策下的治校風格。 戰後台灣的視障教育無論在教材、輔具、教學方式上都有著快速且長足的進步。本文寫作也從視障者與外界溝通最重要的媒介－點字，作了沿革與種類的說明。同時也敘述了視障教育與輔具的改變與創新，並將點字語教輔具在教學現場中，配合不同學科領域的學習策略，反映出視障教育教學現場的多樣化。 視障生透過不斷創新的教材教法與教輔具，增進了學習效能。與此同時，是否具備行動能力，進而發揮所長也備受關注。因此，「定向行動」課程的訓練對視障生來說亦是不可或缺的重要技能。 無論何種類型的教育主體都是「人」。文中探討了政策、設備、教學方式的演變後，筆者得到透過台北啟明學校所提供的視障教育，提供了視障者人生道路上更多元的選擇機會的結論。不同於早期台灣盲人淒苦的處境，視障者在按摩業界、學術界、教育界、演藝圈、體育領域有著顯著的成就存在。 透過以台北啟明學校為探討中心，從設校沿革到戰後視障教育思潮、教輔具、教學方法的演進，期使將台灣視障教育發展的歷史脈絡描繪得更為清晰、完整。The first education of the blind and deaf-mute in Taiwan began from “Xun Gu Tang” established by the Western missionary William Campbell at Tainan. The education of the blind and deaf-mute in northern Taiwan was about 27 years later than southern Taiwan. The beginning in the north was “Kimura School for the Blind and Deaf-Mute” established by Kimura Kingo who came to Taiwan with the Japanese army and set up the school in 1917. With the changes of Taiwanese education policies by the Presidential Hall, Shimura School was transformed into Private Taihoku School for the Blind and Deaf-Mute and Taihokushu School for Blind and Deaf-Mute. Besides teaching acupuncture, massage, and music instruments, the school also taught modern lessons such as mandarin, arithmetic, gymnastics, and cultivation. After World War II, the concept of Western special education was introduced. The central government of ROC considered the system reformation for Taihokushu School for Blind and Deaf-Mute during the Japanese reign. After three times of renaming and two times of migration, the policy of separating school for the blind and the deaf-mute was finally confirmed. As for the description of the system, the essay also described various principals of Taipei School for the Visually Impaired (the model of education for the blind) had different educating styles under policies in different ages. After the war, the education for the blind in Taiwan got fast and great progress in teaching materials, assistant equipments, and teaching methods. The essay also described the development and types of the most important media for the blind to communicate with others—Braille. Meanwhile, it also described the changes and innovations of education and assistant equipments for the blind. In the classes, assistant equipments of Braille education were applied for learning strategies of various subjects, reflecting the multiplicity of education for the blind in the class. Through constantly innovative teaching materials, methods, and assistant equipments, blind students got improved in learning. Besides, it was also worth of notice that whether the students were mobile enough to perform their skills. Therefore, the training in “orientation and mobility” class was a necessary skill for blind students. For every kind of education, the subject must be “human beings.” Besides discussing the development of policies, equipments, and teaching methods in the essay, the author concluded that education for the blind provided by Taipei School for the Visually Impaired offers the blind with a chance of multiple choices in their career. The blind no longer suffered from miserable life as in the past ages. They got obvious achievements in various fields, such as massage, academia, education, show business, and physical education. The essay took Taipei School for the Visually Impaired as the central discussion. From the development of the school to the development of educational concepts for the blind, assistant equipments, and teaching methods after the war, the essay hoped to provide clear and complete description of the historical context of the education development for the blind in Taiwan.