本研究從特殊需求的觀點，探究在符合原住民文化的重視與傳承下，國小課程需做哪些必要性的調整，以符合原住民學生之需求。本研究針對宜蘭縣12所原住民的國小及鄰近原住民區域之1所國小，以其高年級之原住民學生及家長進行問卷調查，另也進行學生、家長、校長及教師之實際訪談，實際了解現行課程調整的重要性及具體方向。本研究結論歸納如下：（一）大部分的學生及家長對具有原住民的身分是覺得非常特別且具意義的；也大致認同原住民文化是非常具有特殊性的。對於原住民議題放到現在的課程中之必要性及目前學校課程的原住民議題融入需求上，都有高度之贊同。（二）大部分的學生及家長對於七個學習領域的節數規劃是覺得適當的；學生對各學習領域中關於原住民議題融入是否足夠的反應中，皆是足夠的比例遠高於不夠的，然家長則反之；至於各學習領域需融入的原住民議題部分，則呈現較多元之看法，但對於族語則較重視。（三）大部分的學生及家長認為目前學校在社會及語文學習領域是較需要放進原住民議題的；在課程調整之執行上，校長及導師被認為是較具影響力的，導師更是最被期待應配合的。

From the perspective of special needs, this study explores on the necessary adjustments of the curricula to meet the needs of Aboriginal students in elementary school, in line with the value and heritage of the Aboriginal culture. In this study, surveys and supplementary interviews of 5th and 6th grade aborigines students and parents from 13 primary schools, 12 located in Yilan County and 1 from a neighboring region, were conducted with the purpose of determining the priority and direction of curricula adjustments. The results of this study are summarized as follows: A) The majority of students and parents surveyed indicated that they strongly identified as aborigines and the cultural identity is meaningful and unique. They also strongly agree t there is a necessity for the addition and the enhancement of discussions regarding the aborigines issue in the current curriculum. B) The majority of students and parents surveyed indicated that the current allocations of hours to the seven primary subjects are appropriate. A large proportion of students reflected that there is insufficient incorporation of the discussion of aborigines issues within each subject, with parents indicating the opposite. There are diverse views as to the areas in which there is insufficient incorporation of aborigines issues, with relatively more responses suggesting traditional languages. C) The majority of students and parents surveyed indicated that there is a relative necessity for incorporating aborigines issues in social studies and language learning in schools. On curricula adjustments, principals and homeroom teachers have been identified as more influential, with higher expectations for cooperation by homeroom teachers.

特殊需求; 原住民國小; 課程調整

special needs; aborigine; curriculum adaptation