NGO 報告(第二次審查)
人權公約施行監督聯盟 - 第二次審查 NGO 影子報告
📑 目錄(5 個章節)
來源 PDF: 34_20220406130409_577032.pdf
2022
兒童權利公約
平行報告
渉及條次：第 7、9、23 及 40 條
總協調
2022 年 3 月
2022 CRC
info@cwtaiwan.org.tw
( )
Chinese National Association of the Deaf
Covenants Watch
Disabled Children's Rights and Advocacy
Association in Taiwan (DCRAAT)
Harmony Home Taiwan
Humanistic Education Foundation
Independent Living Taiwan
New Vitality Independent Living Association,
Taipei
New World Independent Living Association,
Chiayi
Red Heart Association
Taiwan Access For All Association
Taiwan Alliance to End the Death Penalty
Taiwan Education Association
Taiwan International Medical Alliance (TIMA)
Taiwanese Deaf Alliance
7 9 23 40
2022 3
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1. 政府未能掌握無國籍兒童實際人數：本次國家報告並未提供最新之無國籍兒童統計
數據，僅得依據移民署發布之新聞稿得知，自 2007 年至 2020 年 7 月底，生母為失
聯移工或不實身份之無國籍兒童共有 941 人，經移民署協助與生母一同送返原屬國
有 622 人；1又根據監察院新聞稿可知截至 2020 年 6 月底，有 240 名無國籍兒童仍在
協尋中，2然上述數據僅為政府接獲通報之統計，近年仍有關於懷孕之失聯移工與其
子女之報導，揭露境內無國籍兒童人口呈現極大黑數， 3顯示我國政府掌握之無國籍
兒童人數與實際有落差。
2. 失聯移工子女淪為無國籍兒童：
(1) 根據移民署統計，近年在臺出生之非本國籍無依兒童有增加趨勢，且其生母多為
失聯移工或身分不明者。4主因在於懷孕之外籍移工無法平等享有勞動權利，如社
福移工並不適用《勞動基準法》，無法享有產假、產假薪資等權利；又實務上外
籍移工一旦懷孕，多被迫終止勞動契約、甚至被仲介要求支付高額違約金。 5於此
等情況下，懷孕移工僅能被迫選擇逃跑一途並私下生產，亦不敢帶子女到醫院施
打疫苗，導致有部分兒童因染病離世。6
(2) 目前大量個案生母為逃跑失聯移工，即使政府能掌握其身分，也因為移工懼怕或
無力扶養而不願出面，導致子女無法合法居留，僅能依據社會局開案、移民署核
發之「外僑居留證」取得至多一年暫時居留；7若生母仍行蹤不明，原則上須由法
院依《民法》第 1094 條，8裁判剝奪生父母親權，進而依《國籍法》第 4 條，9隨
收養父母取得臺灣國籍；然而，目前臺灣僅有少數兒童獲判剝奪親權且成功被收
養，遑論多數生母不願出面之個案，仍由兒少機構或寄養家庭、留養人照護等，
1 移民署新聞稿，https://reurl.cc/2DWpK4。
2 監察院新聞稿，https://reurl.cc/EpGEjn。
3 聯合報，https://reurl.cc/Qj4z5b；風傳媒，歧視殺人！懷孕外籍移工被迫逃跑，「黑戶」寶寶
悲歌：不能打疫苗染病死，媽媽說想把他埋在清真寺…(08/06/2019)：
https://reurl.cc/KpMNlm；上報報導,【獨家】外籍移工在台生下無國籍童 終結人球擬給身分
證(01/25/2017): https://reurl.cc/NpqVlq。
4 內政部移民署 110 年度預算評估報告，https://reurl.cc/Ddrb2R。
5 監察院新聞稿，https://reurl.cc/EpGEjn。
6 風傳媒，歧視殺人！懷孕外籍移工被迫逃跑， 「黑戶」寶寶悲歌：不能打疫苗染病死，媽媽說想
把他埋在清真寺…(08/06/2019)：https://reurl.cc/KpMNlm。
7 無國籍兒童取得外僑居留證係依據《外國人停留居留及永久居留辦法》第 6 條： 「...在我國出生
之外國人，由其父母、監護人或兒童及少年福利機構申請外僑居留證」。
8 民法，第 1094 條，https://reurl.cc/e6yYmm。
9 國籍法，第 4 條，https://reurl.cc/9O385v。
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2022 CRC
這些兒童不僅無合法居留身分，也因此無法享有健保、就學與相關社福資源。10
3. 疫情期間，協助非本國籍兒童返回母國受阻：據移民署統計，目前政府處理非本國
籍之無依兒童的方式，仍以「協處兒童偕同生母返回母國」為最大宗，11然據報導指
出自 2020 年疫情爆發，各國嚴加控制入境條件，又移動易增加感染風險，故暫緩返
國期程，影響安置機構收容量能；此外，因疫情被擱置的兒童，亦因無法大量接觸
母國之語言和文化，恐影響兒童對其母國之文化認同與銜接困難。
4. 建議：
(1) 政府應提供最新之無國籍兒童統計數據，並應區分是否已取得有效居留證；移民
署每月更新之外僑居留人數統計應將未滿 15 歲改為未滿 18 歲，以符合準確之兒
童定義，該統計亦須羅列出「未取得有效居留證」之人數。
(2) 落實懷孕移工緊急醫療權與職場上之母性保護：應使社福移工適用《勞基法》、
《性工法》，並落實懷孕移工在《性工法》中包含姙娠間工作內容的調整、百人
以上員工之聘僱公司須設立托育設施等規定，並使其享有在臺待產或回國安置之
權，同時保留其工作。
(3) 正常化來臺後擁有子女之移工合法居留權：建議給予懷孕或在臺才擁有子女之失
聯移工暫時性合法居留權利，保障移工與其子女獲得公約保障之家庭團聚權，避
免移工陷於自身與其子女權利間的兩難抉擇，同時符合公政公約第 16 條、CRC
第 7 條有關兒童出生起取得姓名與國籍，以及認知其父母並受父母照顧之權。
(4) 加速無國籍兒童取得暫時居留身分流程：我國行政院雖自 2017 年改採寬鬆認定
原則，將窮盡一切可能找尋親生父母未果之兒童，直接以《國籍法》第 2 條給予
中華民國國籍； 12但對於知悉生母身分、生母卻仍不願出面之兒童，則必須經歷
長時間的「尋找」過程才能取得一年時效的「外僑居留證」，在等待時間內仍被
剝奪健康權與受教權。因此，建議在通報成案後，直接發予個案兒童「外僑居留
證」，並考慮修改《外國人停留居留及永久居留辦法》第 2 條，13放寬個案兒童延
長居留期限之限制。
(5) 非本國籍兒童是否返回原籍國安置之決議，須經評估符合兒童最佳利益後為之；
本國政府同時必須與原籍國社政單位合作、定期並持續追蹤個案安置情況，以符
合 CRC 第 6 號一般性意見第 27 段確保其免於酷刑或陷入不利處境。
10 人約盟總協調，2020 兩公約平行報告第 503 段，https://reurl.cc/qOveO0。
11 截至 109 年 7 月底止在臺出生非本國籍兒少之相關處置情形。
12 上報報導,【獨家】外籍移工在台生下無國籍童 終結人球擬給身分證(01/25/2017):
https://reurl.cc/12N8xY
13 依據《外國人停留居留及永久居留辦法》第 2 條，延期時間原則上不得超過六個月，但若因懷
胎、疾病或天災等因素得以請求延期 https://reurl.cc/bkKq96；建議將無國籍兒童納入請求延
期之原因。
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5. 於兒童父母遭到檢察官起訴、父母被判處死刑的司法程序中，未評估或充分考慮被
告未成年子女之兒童最佳利益，而政府亦未就父母被判處死刑的兒童提供任何必要
的心理和其他支持。例如，2020 年死刑定讞之沈文賓、2018 年遭法務部槍決的李宏
基，他們都育有未成年子女，然而，法院卻於他們的判決書中聲稱裁量死刑無須考
量這些兒童的最佳利益；法務部更於 2018 年對李宏基執行了死刑，並宣稱此死刑執
行符合公民與政治權利國際公約及兒童權利公約。國內相關法律並未具體規定或意
識到父母被監禁或被判死刑的兒童之權益保障，甚至連他們在哪、有多少位、面貌
為何，均不得而知，他們很明顯是國家使用死刑之下的「隱形被害人」 。
6. 建議：14
(1) 政府應針對父母遭到檢察官起訴或被法院判處死刑之兒童權益，就行政、立法、
司法和政策進行全面影響評估。
(2) 法院在對兒童之父母進行死刑裁量時，應看見這些兒童的存在及評估其最佳利
益；檢察官則應避免求處死刑，並考量到此些兒童之最佳利益；政府更應為父母
被判死刑的兒童，提供心理和其他必要支援。
7. 現行接見規定不易維持收容人與子女間之情感聯繫：
(1) 《監獄行刑法》第 68 條規定接見應於平日辦理，各矯正機關亦得酌情辦理例假
日及其他休息日之接見。但實務上「一般接見」為週一至週五的上班、上學時
間，多數收容人家屬難以配合；而「例假日接見」則僅有每個月第一個週日，又
因收容人家屬多利用例假日接見，接見人數較多的情況下，導致法定接見的 30
分鐘被壓縮至 10-15 分鐘。此外，縱然矯正署已推行「行動接見」、「遠距接見」，
但該時段亦僅限於上班時間，15仍不便於需就學之子女。
14 See Committee on the Rights of the Child, Concluding Observations on the Second Periodic
Report of Kuwait, U.N. Doc. CRC/C/KWT/CO/2(29 October 2013), para. 31-32; Committee
on the Rights of the Child, Concluding Observations on the Second Periodic Report of the
United Arab Emirates, U.N. Doc. CRC/C/ARE/CO/2(30 October 2015), para. 52; Committee
on the Rights of the Child, Concluding Observations: Singapore, U.N. Doc.
CRC/C/SGP/CO/4-5(28 June 2019), para. 34; Committee on the Rights of the Child,
Concluding Observations: Qatar, U.N. Doc. CRC/C/QAT/CO/3-4 (22 June 2017), para. 28;
Committee on the Rights of the Child, Concluding Observations: Bahrain, U.N. Doc.
CRC/C/BHR/CO/4-6 (27 February 2019), para. 35.
15 以臺北監獄為例，依據其網站公告，行動接見辦理時段依行政院人事行政總處公告之「中華民
國政府行政機關辦公日曆表」上班日，https://reurl.cc/12bOVp。
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2022 CRC
(2) 根據《行刑累進處遇條例》第 56 條與現行實務，未編收、第四級收容人為一週
接見一次，第三級收容人則為一週一到兩次。然根據紅心字會實務觀察，收容人
剛入監所的前階段時期，子女的情感聯繫需求程度最高；但新收收容人通常尚未
被編收，或因教化期間較短，僅能達到第三級、第四級之分數，亦即一週僅能接
見一到兩次，不符合子女之需求，亦不利於後續情感維繫。
(3) 現行實務上一般接見室空間不大，且有玻璃窗阻隔收容人與接見者，導致收容人
子女無法與其父母進行接觸交流；唯一能進行肢體接觸僅有面對面懇親活動。目
前實務上懇親活動係由各矯正機關視其情況辦理，多舉辦在春節、母親節、中秋
節等節日前夕，且因此活動皆辦在平日，仍須由收容人子女與其照顧者配合請
假，始能與其父母團聚。再者，近年因疫情關係，全數懇親活動皆取消。
8. 建議：
(1) 矯正署應規劃親子接見室，使收容人子女在接見時能與其父母擁抱，並增加接見
時段，如平日晚間與例假日。
(2) 修改接見規定，使剛入矯正機關之收容人即能與其子女聯繫，並增加次數，以符
合子女之需求。
(3) 現行通訊設備接見為每月 2 次，16然因疫情期間，多數實體接見、懇親活動皆取
消，建議矯正署於疫情期間應增加通訊設備接見之次數。
9. 各矯正機關應依法設置保育室，然保育室仍視其矯正機關空間、收容對象及人數而
有不同。目前僅得依據監察院 108 年調查報告，得知桃園女子監獄之保育室已作為
收容人與其子女專用空間，日間作為親職課程、幼兒活動及收容人作業場舍，夜間
則作為就寢收容空間。
10. 根據監察院 108 年調查報告，受攜子女人數最多的桃園女子監獄並未在年度預算內
編列收容人攜子入監專用經費，其經費來源多為矯正署補助款、外界捐贈，17為提升
矯正機關內育兒環境，如建置戶外兒童遊樂設施、辦理幼兒發展等課程。此外，根
據實務經驗，當攜子入監之收容人欲出獄時，政府並無提供母子可同住之安置機
構，導致母親與孩子須分開安置，不符兒童最佳利益。
11. 建議：
(1) 矯正署應說明現有矯正機關之保育室使用情形，及是否有提供攜子入監之專屬收
容空間。
(2) 矯正署應於年度預算編列「攜子入監」之專用經費。
(3) 政府應規劃母子同住之安置機構，使子女可與其母親共同安置。
16 監獄及看守所辦理使用通訊設備接見辦法，第 10 條，https://reurl.cc/Nplxd5。
17 監察院，108 司調 0020 調查報告，https://reurl.cc/X4KpmE。
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12. 《身心障礙者權益保障法》雖於第 16 條、第 40 條、第 74 條規範教育、應考、進
用、就業、居住、遷徙、醫療、媒體報導等面向應禁止歧視障礙者，卻沒有規範
「歧視」之定義與樣態，如直接歧視、間接歧視、拒絕提供合理調整、以及騷擾
等。此外，根據 CRPD 第 6 號一般性意見第 17 段，禁止一切基於身心障礙之歧視對
象包含障礙者及相關人員；第 19 至 21 段提及禁止多重歧視、交織歧視、連帶歧
視，但在現行《障權法》皆未見相關規定。
13. 又根據 CRPD 第 6 號一般性意見第 22 段，國家有積極義務保護障礙者免於歧視，包
括立法明文禁止歧視，同時應包含民事、刑事、行政規定適當且有效的救濟管道與
制裁，但如《障權法》第 16 條第 3 項雖規定公、私立機關 (構)、團體、學校與企業
公開辦理各類考試，應依障礙應考人的個別需求，提供多元化適性協助，但在該法
第 8 章罰則中，卻未見任何救濟或懲處機制，導致在實務上障礙者於應試過程提出
協助需求遭到拒絕時，往往求助無門。
14. 與障礙兒童教育最為相關之《特殊教育法》至今已超過 10 多年未全盤修正，早已不
符合 CRC、CRPD，與現行特教實務，如未規定「禁止歧視障礙兒童」、「拒絕提供
合理調整即為歧視」等。再加上現行實務對於合理調整概念仍不熟悉，多以為提供
無障礙環境即為已提供合理調整，導致障礙兒童之個別化需求無法被滿足。
15. 建議：
(1) 國家人權委員會應以 CRPD、CRC 與相關之一般性意見為基礎，針對《障權
法》、《特教法》進行全盤檢視，並提交符合公約之修法建議予立法院。
(2) 立法院應立即於《障權法》、《特教法》明定歧視障礙者之種類與樣態，「拒絕提
供合理調整即為歧視」應包含在內，且公私部門均一致適用。此外，應於各該法
規明定義務承擔者，以及當拒絕提供合理調整之後的救濟管道。
(3) 政府應先正確釐清何謂「合理調整」，並針對公務員，特別是教育人員進行
CRPD 合理調整之教育訓練。
58 59
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16. 政府還是以慈善/醫療模式對待障礙者，常用友善、愛心、治療與矯正等心態面對障
礙議題，未落實《兒童權利公約》(The Convention on the Rights of Children，下稱
CRC)、《身心障礙者權利公約》 (The Convention on the Rights of Persons with
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2022 CRC
Disabilities，下稱 CRPD) ，讓障礙兒童與他人在平等基礎上享有權利的實質內涵，
也沒有積極弭平環境與制度造成的阻礙，更缺乏平權政策的提出，甚至忽略障礙兒
童參與政策討論與決策的必要性。
17. 政府對障礙者的定義限於領有障礙證明者，國家報告的統計數據也多限於此。依政
府定義，我國 2020 年障礙人口占總人口數的 5.08%，男性障礙者占男性總人口數的
5.70%，女性障礙者占女性總人口數的 4.48%，皆遠低於世界衛生組織同年公布全球
障礙人口約為世界人口數的 15%。18障礙者定義過於狹隘及偏向醫療模式，導致並非
所有有需求者都能獲得協助。
19
18. 障礙學生仍遭拒絕入學：直至今日仍有學校以無特殊教育資源為由，拒絕障礙學生
入學；即便《特教法》第 22 條已明定不得拒絕障礙學生入學，依然發生校方私下勸
退預計入學之學生與家長，或因學校無法積極提供特教資源，使家長及學生最後僅
能另尋其他學校就學。
19. 多數政策仍未針對達成「融合教育」做出結構性改革，即使國家報告第 193 段說明
障礙學生就讀特殊教育學校比例有下降，然障礙學生仍僅是被「置放」於普通教育
系統當中。障礙學生未能適應普通教育系統，甚或頻繁發生衝突，20對障礙學生造成
立即或長期性的傷害。障礙學生在普通教育系統面臨的困境，亦令障礙學生及其家
長，對於自隔離之環境（如特殊教育學校或特教班）進入普通教育系統，感到徬徨
不安及痛苦，降低進入普通教育系統之意願。
20. 一般學校仍存在隱性隔離：雖然高中職以下各級學校均設置課程發展委員會與學科
教學研究會或領域會議，以使七大領域課程教師 (語文、健康與體育、社會、藝術與
人文、數學、自然與生活科技及綜合活動) 進行專業對話、落實課程發展，但會議卻
缺少特教老師與特教學生及其家長代表的參與，造成特教專業難以進入上述對話平
台，加深障礙學生在現行教育制度中結構性的不利處境，且難以落實融合教育。
21. 在接受職業與專業訓練上，法規訂定方式仍侷限障礙者自我實現的選擇：《障權法》
第 32 條第 2 項，21行文仍鼓勵大專院校積極開辦按摩等相關科系，雖此內容為鼓勵
性質並無強制性，但也間接引導校方或大眾對於某類特定障礙者的職涯選擇的理解
與想像，侷限障礙者職涯發展的自主選擇權利，與融合教育之精神相悖離。
18 WHO，Disability and health Key facts，2021 年 11 月 24 日：https://reurl.cc/Q7Ad3o。
19 人約盟總協調，2021 CRPD 平行報告第 250-254 段，https://reurl.cc/LplGmX。
20 關於障礙學生之霸凌及衝突案例持續發生。如 2021 年 1 月底於高雄鳳山仍發生智能障礙學生遭
霸凌及傷害之案例，引起臺灣社會廣泛關注。又如 2020 年 9 月桃園亦發生情緒行為障礙學生與
班級產生衝突，後遭學生家長於教室攻擊等案例。於此必須強調，並非所有關於障礙學生霸凌
或衝突事件皆會受到大眾關注，許多案例甚至無法得到妥善處理及關注。
21 《障權法》第 32 條：https://reurl.cc/0DlAWo。
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22. 建議：
(1) 重新檢視與修正《障權法》、《特教法》與相關子法規規定，使其關於教育方面的
條文符合 CRPD、CRC 中融合教育、終身學習與在職教育等相關原則。
(2) 落實禁止歧視之法令規定，且需涵蓋任何軟性勸退與排除行為；並確保無論任何
學校皆獲得充足之特教資源，避免障礙學生因資源不足而被迫放棄其教育選擇。
(3) 提出具有明確時程與有效措施之特教政策，確保融合教育不只是形式上的整合教
育，使障礙學生能獲得全面性支持。並應針對障礙學生於普通教育體系之適應，
如同儕相處及人際關係等，提供充足及有效的協助，其中尤應特別留意校園霸凌
之防範與處理。
(4) 應修正或廢止《障權法》侷限障礙者自主進行職涯選擇的內容，轉為積極鼓勵大
專院校針對障礙學生個別性向與學習狀態，提供適合其職涯探索與規劃之協助。
( ) 22
23. 師資培訓體系對於障礙者的知能與技能培養不足：以國立臺灣師範大學師資培育學
院課程為例，特殊教育相關課程在普通教育老師 (下稱普教老師) 的專業養成過程為
選修課，且僅是「特殊教育導論」， 23普教老師習得障礙知能與技能效果有限；每年
至少 3 小時特殊教育知能研習的規劃，也不足以回應障礙者的多元差異與其日益發
展的系統性知識與方法，進而影響實務教學現場融合教育之設計與障礙生處遇之理
解等工作。而特殊教育學系在臺灣師資培訓脈絡中，長期以來相對不受重視，也難
系統性的培養出對特教有確實觀念與技能的特教老師。
24. 針對教師的在職教育課程也缺乏系統性規劃，使普通班教師難以認識不同類別障礙
學生在學習能力、需求、型態與認知上的獨特與差異性，影響其在班級經營、教室
規劃、課程設計調整及教學評量上落實融合教育的能力。
25. 師培過程欠缺障礙意識的養成，導致對障礙學生理解普遍不足的狀況，呈現在融合
教育體制中，使障礙學生在一般學校難獲得適足的教育，例如專業科目教學環境充
滿障礙，進而強化特教學校對於障礙學生的吸引力，加深主流與特殊兩個教育系統
的相互排斥與隔離。
26. 建議：
(1) 重申本聯盟 2017 年 CRPD 平行報告第 172 段，依 CRPD 第 4 號一般性意見第 40
與 41 段，政府不應維持主流教育系統與特殊/隔離教育兩個教育系統。在逐步落
實融合教育過程中，須將 CRPD 進行周延融貫的解讀，依 CRPD 整體目標訂定
期程，持續、逐步與充分實現包含障礙者在內的所有學生於所有學習階段的各種
權利。
(2) 重申本聯盟 2017 年 CRPD 平行報告第 180 段，政府應依 CRPD 第 4 號一般性意
見第 71 段，將障礙意識、知能與技能編入師資培訓 (包含普教老師、特教老師與
助理人員) 的專業養成過程，使他們具備足夠的障礙知識與落實融合教育所需的
22 人約盟總協調，2021 CRPD 平行報告第 255-258 段，https://reurl.cc/LplGmX。
23 國立臺灣師範大學師資培育學院，國立臺灣師範大學中等學校教師師資職前教育課程教育專業
科目及學分表（109 學年度開始修習者適用），2020 年 12 月：https://reurl.cc/qmYE9g。
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能力，進而推動融合教育體系的轉變，讓學生在與日常生活、社區有互動和連結
的環境中學習與成長，逐步奠定障礙者社區自立生活的基礎；亦透過融合教育體
系的轉變，提升障礙家庭的就學選擇，逐步減少特教學校的學生。
(3) 教育部應將特殊教育事務從「學生事務及特殊教育司」獨立成專責單位，進行政
府跨部會之溝通協調與政策研擬，根據 CRPD 第 4 號一般性意見第 38 段，確保
學前教育、各級學校、高等教育與終身學習等各學習階段將障礙者處境納入政策
規畫中，且確保討論與決策過程有障礙者、障礙兒少的參與，以保障障礙者機會
平等與不受歧視。並應研擬相關指引手冊，且於其內闡明合理調整之義務承擔方
與相關指引方針。
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27. 《特教法》及其子法對障礙學生的定義，與現行核發障礙證明的資格分離且自為分
類，25且與 ICF 標準脫軌。使已經 ICF 鑑定認為障礙情形持續且廣泛影響各生活層面
者，卻仍可能遭現行特殊教育體系排除在外。
28. 《特教法》過分強調歸類障礙學生至特定障礙類別，未考量障礙的發生是複合且影
響生活各層面的，其鑑定標準仍停留於醫療模式，偏重生理機能的損傷，忽略障礙
的產生除因生理損傷外，亦存在社會因素；即使功能喪失程度未達現行特教學生鑑
定標準者，仍有特教支持的需求。鑑定標準的僵化，導致如單側聽損、部分學習障
礙學生，或與鑑定標準相異之其他障礙型態而未達鑑定標準者，在生活、人際及教
育等面向被排除在特教體系之外。
29. 障礙學生之鑑定標準遠離教育現場。鑑定以書面審查為原則，未確實考量障礙學生
於教育現場實際情形，也無法呈現其日常生活中無法以書面資料呈現之學習阻礙，
致鑑定結果往往未能以障礙學生的權益為首要考量。而對鑑定結果不服之申訴，亦
只有數分鐘之意見陳述。
30. 建議：
(1) 特教統計之外，政府仍應逐年提供障礙者在現行各教育階段的統計數據，以確實
提供障礙者在學習上所需之資源與支援。
(2) 全面及結構性檢討並修正《特教法》及相關子法，確保所有障礙者與未被判定為
障礙但仍有需求者，在各學習階段之需求皆被看見，不因其障礙型態、程度輕重
或需求種類及多寡而被排除。並應立即檢討特教分類及鑑定標準，重新建立合理
且符合學生權益的分類方法與鑑定標準，同時應確保障礙學生不會因其分類，而
侷限其可獲得的協助種類及多寡。
24 人約盟總協調，2021 CRPD 平行報告第 259-262 段，https://reurl.cc/LplGmX。
25 《特教法》第 3 條：本法所稱身心障礙，指因生理或心理之障礙，經專業評估及鑑定具學習特
殊需求，須特殊教育及相關服務措施之協助者；其分類如下：一、智能障礙。二、視覺障礙。
三、聽覺障礙。四、語言障礙。五、肢體障礙。六、腦性麻痺。七、身體病弱。八、情緒行為
障礙。九、學習障礙。十、多重障礙。十一、自閉症。十二、發展遲緩。十三、其他障礙：
https://reurl.cc/gWkAYb。
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(3) 呈上點，應於《特教法》明定合理調整相關規範，確保障礙學生獲得平等不受歧
視的教育品質。
(4) 對障礙學生的協助應充分涵蓋各種層面，而非僅給予對應障礙別的協助種類。需
特別留意：所謂「充分涵蓋各種層面」不單指於法規或程序之涵蓋，亦包括障礙
學生是否可有效近用，而非只是程序上之開放。
(5) 對於障礙學生鑑定，應予以更全面的觀察，包括重視其社會功能的阻礙等，而非
停留在生理機能損傷之檢視。鑑定過程應納入更多面向，包含實際校園生活及其
遭遇之阻礙，而非僅根據書面醫療數據進行解讀；並應促成教育現場意見能直接
進入鑑定程序，成為實質考量依據。鑑定結果之判定上，應盡最大可能排除任何
障礙者不應承擔的不利考量，如整體特教資源不足，及鑑定委員對於特定障礙類
別之刻板想像等。
26
31. 學校獲得特教經費與資源仍然不足，產生無障礙環境建置不完善，及未能依每位障
礙學生的需求提供充足支持與相應的合理調整等問題。對於協助特教學生的助理人
員，協助工作時數僅願意部分核支，導致實際需要助理人員協助之障礙學生，僅能
獲得部分時段之協助；輔具等耗材費用則有上限，無法顧及不同障別的輔具需求。
32. 對於高中職以下學校之障礙生，雖有教師助理員與特教學生助理人員協助其在校期
間之所需，仍常面臨無法順利協助日常生活與課後學習之需要。除因助理人員之勞
動條件不佳與政府對其薪資補助之不足，導致提供之服務未能適切符合障礙生之所
需，終歸肇因於政府在政策制定時未全面顧及障礙生學習相關的生活需求。
33. 實施在家實驗教育的特教學生未獲得適足的資源補助：依《高級中等以下教育階段
非學校型態實驗教育實施條例》第 26 條規定直轄市、縣 (市) 主管機關與設籍學校應
對參與實驗教育之特殊教育學生，提供必要之資源及協助，27但實務上曾有因家境不
佳無法負擔教師聘僱費用欲申請學費補助，卻遭地方政府以「該條文尚不包含延攬
各領域專業教師授課等費用」為由駁回申請，使特教學生未能與一般學生獲得同等
程度的學習資源。現行特殊教育制度的設計，未能因應實驗教育型態為合適之調
整。政府對於實驗教育型態下特殊教育需求學生之發掘方式亦缺乏，導致實際數目
很可能遭受低估。
34. 建議：
(1) 於障礙學生確認進入校園之前，學校應該立即家訪、召開會議，並就該生的需求
重新檢視無障礙環境；如有個別化需求，應立即向教育局提出申請，並盡快形成
計畫與經費，同時補足環境、輔具或人力等需求。使障礙者入學後不致因環境、
輔具或人力的不足，無法安心享有受教權。
(2) 提供障礙學生完善的教育需求支持，包含給予特教老師合理授課時數及勞動條
件、滿足不同障別之障礙學生各類學習相關需求之助理人員時數，及各類輔具或
其他特教資源的需求。
26 人約盟總協調，2021 CRPD 平行報告第 263-267 段，https://reurl.cc/LplGmX。
27 《高級中等以下教育階段非學校型態實驗教育實施條例》第 26 條：https://reurl.cc/YWp160。
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(3) 為助理人員依不同服務項目建立專業分工制度，並建立人才資料庫，重新評估助
理人員配置人數。
(4) 政府應採納 2017 年 CRPD 初次國家報告結論性意見第 63 (d) 建議，在學習生涯
的學術與社會各方面，全面提供通用設計、學習通用設計及合理調整，確保障礙
兒童與青少年得以於普通教育設施內接受教育。包含及時提供多元無障礙格式之
教材、輔助教材與參考書目，以及徵集與公布實務教案、教具設計等資源，並且
持續更新內容。
(5) 政府應檢視與說明教育相關法規中對障礙學生或特教學生之規定，確保相關規定
能提供障礙學生需要且合適的資源與支持。
28
35. 雖《特殊教育法施行細則》第 9 條已於 2020 年 7 月改為應邀請學生本人參與個別化
教育計畫 (Individualized Education Program，下稱 IEP) 擬定與討論過程，實務上
決策權多在老師及家長身上，障礙當事人仍常無法實際參與討論與決策；或即使參
與 IEP 的討論過程，同時也表達自己的決定，但常常不被採用。IEP 實質上未以障礙
學生為主體。甚至實務上有學校僅透過複製、抄襲的方式完成 IEP，而未依個別學生
狀況討論與擬定最適合的 IEP，影響學生權益。
36. IEP 的內容及相關隱私未受到保障，從障礙學生就學起的資料，皆一直隨其求學過程
累積與紀錄，當學生進入新的求學階段時，學校亦可取得他過去的紀錄。障礙學生
等於帶著過去的標籤進入新環境，而不同於一般學生。
37. 建議：
(1) 政府應採納與落實 CRPD 初次結論性意見第 63 (c) 段的建議，使障礙學生不僅可
參與本身的 IEP 規劃外，也應讓障礙學生有該計畫最後的知情同意權。
(2) 應修訂《特教法》中 IEP 相關規定，以尊重與保障障礙學生的隱私：障礙學生求
學過程中的相關紀錄，應尊重其隱私，僅當障礙學生認為有需要且同意公開時，
才可提供給校方。
29
38. 政府並未針對向公眾開放的休憩空間，例如國家公園、森林遊樂區、農場、花園等
進行全面檢討，以致發生可行走範圍受到侷限、園區內接駁車有障礙、缺乏無障礙
住宿，以及水利處河濱公園讓自行車與行人散步的休憩空間常設有路阻、設有多個
出入口的公園及休憩區域因路阻使障礙者無法自由近用等現況。
39. 政府目前提及之無障礙休憩空間多強調「特色」，卻未針對障礙兒童之遊戲需求進行
設計，亦未事先徵詢障礙兒童之意見。如現有之遊憩場實際上能供障礙兒童遊玩之
器材、設備項目僅有 1-2 個，且通常僅有一條無障礙出入口，並未實際保障障礙兒童
之遊戲權。
28 人約盟總協調，2021 CRPD 平行報告第 268-270 段，https://reurl.cc/LplGmX。
29 人約盟總協調，2021 CRPD 平行報告第 367-369 段，https://reurl.cc/LplGmX。
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40. 建議：
(1) 校園與社區遊戲場、圖書館以及教育部管轄的文教場館應優先落實全面無障礙。
(2) 政府應積極檢討與改善休閒空間有關之交通、物理空間、設施設備以及服務內
容，以及不同場域之不同使用目的與空間特性，以確保障礙兒童得以在與他人平
等的基礎上參與康樂、休閒與體育活動。
(3) 台灣目前欠缺障礙兒童遊戲設計與開發市場，若欲設置共融遊具，皆須從國外進
口，不僅價格昂貴，進口數量也稀少。因此，建議政府應提供相關辦法鼓勵遊戲
設計產業研發共融遊具，並於研發過程中邀請障礙兒童表達其意見。
30
41. 目前《國民體育法》雖有提及學校體育、全民運動，然檢視其《施行細則》即可見
政府仍多關注於競技與國際比賽。全民運動或學校體育之預算明顯缺失。
42. 政府即便有提供障礙者的運動活動，也多半是由縣市政府提供身心障礙專場的課
程、活動與補助，缺乏在社區即可共融的體育空間與課程。甚至，至今仍有操場跑
道禁止輪椅進入。
43. 建議：修訂《國民體育法》，要求場地、設施設備、教練與課程設計應納入障礙者多
樣性。除提供必要的活動場地之外，應聘用具有障礙意識的教練；必要時應提供如
劃設位置、語音提示、提供必要的輔具與設備 (如背靠支撐) 等合理調整，使障礙者
可以進行個人的體能運動或者多人的團體運動。場地的設計應顧及障礙者及其輔具
需求，不可歧視或拒絕。
31
44. 目前尚未有法制基礎要求電視電影節目需包含口述影像、字幕匣等調整，實務上廣
播電視節目亦未有此類設計。此外，目前《著作權法》、《障權法》就出版品的部分
仍沒有依照世界智慧財產權組織 (WIPO) 《關於為盲人、視力障礙者或其他印刷品閱
讀障礙者獲得已出版作品提供便利的馬拉喀什條約》(《馬拉喀什條約》) 之精神，並
非所有民間出版品皆有可選擇且適宜視障者閱讀之格式。
45. 國立臺灣圖書館雖作為視障讀物專責圖書館，已積極推行無障礙閱讀措施，但館內
之出版品，多為政府補助進行出版之產品，且以「捐贈」為主，有違 CRPD 之社
會、人權模式精神。民間出版的書籍則主要來自民間「餽贈」，且政府並未積極要求
出版單位需為其出版品提供無障礙格式，未妥善保障障礙者近用權益。
46. 建議：
(1) 政府應針對電視電影節目，明定製播時加入口述影像、字幕匣等功能之比例，並
逐年提高，以供需求者選擇。
(2) 政府針對出版品應設定日出條款，明訂某期限內所有出版品皆應提供視障者可近
用之版本以供閱讀。所有電子出版平台皆應提供予視障者與非視障者可共同近用
30 人約盟總協調，2021 CRPD 平行報告第 360-362 段，https://reurl.cc/LplGmX。
31 人約盟總協調，2021 CRPD 平行報告第 363-366 段，https://reurl.cc/LplGmX。
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2022 CRC
之格式。國家應遵循世界智慧財產權組織 (WIPO) 《馬拉喀什條約》，使國內所有
民間出版品都應同時製作無障礙格式。
32
47. 特教學校與安置機構內的性侵與不當管教，未見政府獨立機制、監察院國家人權委
員會或監察院系統性檢視與改善其問題。如本聯盟於 2017 年平行報告第 45-49 段提
到人本教育基金會 (下稱人本) 公布特教學校與安置機構之性侵案件議題，33雖經監察
院調查糾正國立臺南大學附屬啟聰學校 (前臺南啟聰學校，下稱南聰) 、教育部、內
政部與臺南市政府，並彈劾 16 位違法失職的人員，34但其後因缺乏有效的追蹤調查
機制，無法了解南聰改善狀況。政府雖針對個案進行調查，但仍僅限於行政督導的
功能，未能進一步檢視並改善特殊教育機構內部制度性與結構性問題。
48. 機構內部性侵及施暴事件難被揭露的結構性因素：根據人本實務經驗，特教學校與
安置機構常透過系統性施壓，阻止知情的教師或職員提報所見狀況，甚至逼退依法
調查或申訴之教職員。以南聰案為例，當時參與調查的老師即遭秋後算帳，成為當
年全校唯一考績乙等的老師，且在教職員間被孤立，最後被迫提前十年退休。再
者，即使性平申訴機制進入特教學校，性平委員常因溝通限制，如因不會臺灣手語
無法取得學生信任，或對障礙學生溝通方式認知有限，導致不能及時獲得有效資
訊。35最後，機構也易因擔憂影響募款與經費來源，對性侵與不當管教事件從輕處理
或甚至隱匿不通報。
49. 特教學校與機構之性教育、性別教育與性侵害防治落實不足，無法建立合宜的性/性
別意識與處理方式，使學生面臨性平事件時無法適切表達遭遇的狀況，老師與職員
面對性平事件時無法適時給予有效協助。雖經過南聰事件後，教育部已依不同障別
逐步建立性平教材，但其最新資料只停留在 2017 年，36也未見報告資料可了解執行
成效。再者，政府於《回應 CRPD 結論性意見國家報告》第 33 段提到自 2018 年開
始辦理「特殊教育學校性別培力及性平事件防治計畫」提升學生性平知能，37但學校
實際執行上困難重重。
50. 教育部之輔導諮詢小組因退場機制標準不一，不能有效矯正特教學校內部問題。臺
北市政府及教育部曾在臺北市立啟聰學校 (下稱北聰) 與南聰發生校內性侵案時都成
立輔導諮詢小組，進到學校了解狀況並提出限期改善建議。以結果而言，北聰藉由
輔導諮詢小組每日到校工作並連續三年的介入，有效汰換不適任教職員，提升校園
性平保障；而南聰的輔導諮詢小組只是定期去學校，並於其改制附屬臺南大學後，
32 人約盟總協調，2021 CRPD 平行報告第 56-64 段，https://reurl.cc/LplGmX。
33 人約盟總協調，
《 ，2017 年 6 月：
「身心障礙者權利公約初次國家報告」2017 平行報告》
https://reurl.cc/raYklZ。
34 監察院新聞稿，臺南啟聰學校性侵案監察院糾正臺南啟聰學校等 4 機關，2012 年 8 月：
https://reurl.cc/e9klWM。
35 在啟聰學校，使用手語溝通是取得聽障或聾學生信任的關鍵；在啟智學校，則需先了解障礙學
生對於資訊理解、掌握的模式與特性，才可用其可理解的方式進行溝通。
36 教育部，性別平等教育全球資訊網特教教學資源：https://reurl.cc/zbKX17。
37 衛福部，回應 CRPD 初次國家報告結論性意見，https://reurl.cc/jkQWXq。
12 info@cwtaiwan.org.tw
改由與大學共組之「校園性平專業諮詢小組」接手處理性平業務，但此小組卻沒有
獨立與實際的權限；且該小組在沒有結案報告的狀況下即解散不再召開任何會議，
其工作結果與改善成效不得而知。
51. 家長意見受特教制度影響無法毫無顧忌的表達，即使表達意見也難獲得機構的重
視。特教學校的直升體制，以及在學表現與職涯轉銜制度高度關聯，家長因擔心提
出申訴會影響孩童的未來發展，降低其舉發校內性侵、性騷擾與不當管教事件之意
願。再者，一般學校的融合教育措施不足，使障礙學生就學選擇不如一般學生多
元，甚至家長傾向相信特教學校對障礙學生更有幫助，進而使特教學校有恃無恐而
不重視家長的意見反應。
52. 特教學校與安置機構內不當管教事件頻傳，人本幾年來持續接獲嘉義特殊教育學
校、臺南特殊教育學校 (前臺南啟智學校)、高雄楠梓特殊學校、臺中啟聰學校等遍布
全臺各地特教學校的多起不當管教事件：
(1) 以嘉義特教學校案為例，老師以教學與管教為由，對學生進行肢體暴力、言語與
行為恐嚇、以及不當對待，包括強迫吃朝天椒、長時間罰跑跑步機、拿菜刀威脅
剁手、強迫頭戴紙尿褲上整天課、強迫剪破最心愛的皮卡丘布偶等等，造成學生
嚴重身心傷害與虐待。監察院於 2019 年依此案調查糾正嘉義特教學校，38而嘉義
特教學校以解聘、記過或申誡相關教職員等方式回應；但當檢察官以強制罪對兩
位失職教師提起公訴，卻在 2020 年底遭一審法院以證據不足為由判決無罪。39
(2) 臺南特殊學校幼兒部、國中部及高中部老師皆虐待學生，幼兒部老師兩次造成四
歲幼兒眼眶紅腫瘀青；國中部老師對男學生拳打腳踢；高中部老師扯斷女學生手
臂後不久，又將該生打到兩大腿及臀部都是瘀青。其中，國中部受害人提起民、
刑事訴訟都敗訴，正好符合老師對他的嘲笑「你憨憨，你說的話沒人會相信」。
(3) 透過此類案件顯見政府不僅輕忽師生間權力不對等關係，更忽視障礙兒少多重身
分的脆弱處境，戕害其身心健康與人性尊嚴，使其暴露於酷刑或殘忍、不人道或
有辱人格之待遇或處罰之中。
53. 有關特教學校中遭性侵或不當管教案件，在進入司法體制中遭遇的問題，請見本報
告第 68-69 段。
54. 承上兩段，特教學校內的不適任或失職教師雖有部分人士遭判刑與革職，但大多數
不適任教職員因退場機制不明確，仍持續在學校與機構內服務；校方也常否認案件
事實，用拖延、迴避等態度面對申訴案件。此類消極的處理方法，使學生害怕學
校、甚至降低就學意願，影響就學權利。
38 監察院新聞稿，國立嘉義特殊教育學校發生老師虐待學生事件，造成學生身心嚴重受創，監察
委員王幼玲、高涌誠提案糾正，並要求教育部對不稱職的管理人及違背特教理念的教師，審慎
評估續留於特教學校的適任性，2019 年 2 月：https://reurl.cc/6yXv2d。
39 裁判字號：臺灣嘉義地方法院 108 年易字第 572 號刑事判決，2020 年 12 月 30 日：
https://reurl.cc/a58Ol3。
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2022 CRC
55. 建議：
(1) 國家人權委員會應啟動國家詢查，全盤且系統性了解特教學校與安置機構內性侵
與不當管教之狀況，以相關人權法為基礎進行分析，提出建議並要求政府做出整
全的系統性與結構性改善。
(2) 政府應依 CRC 初次結論性意見第 53 與 57 段內審查委員會之建議，40訂定與執行
相關法規與政策：依 CRC 第 13 號一般性意見提出的指引與建議，持續加強防範
對兒少施暴所採取的各種措施，並且訂定與施行預防及保護兒少在所有環境 (包
含家庭) 免受一切形式暴力的長期性國家綜合行動計畫；依 CRC 第 8 號一般性意
見，透過法律修訂、政策執行、資訊揭露與教育訓練，使政府機關、執行單位、
學生與家長等皆認知體罰與任何羞辱人格處遇所生負面影響、相關正面積極作為
的替代方案、以及不使用體罰和通報案件之重要性。須特別強調，在相關法規與
政策之討論、訂定和執行的過程，必須確保障礙者、障礙兒少參與其中。
(3) 教育部應立刻與衛福部社家署、行政院性平會等相關單位，研擬並定期更新適合
障礙者之性教育/性別教育的規劃與教學狀況追蹤管考機制，並確保障礙學生近
用學前教育、各級學校、高等教育與終身學習等各學習階段之性平、身心暴力與
不當管教申訴機制的權利。甚至當政府得知任一學校或機構無法勝任這類責任
時，應考慮由體制外的專業團隊接管該學校或機構，並且明確訂定接管團隊退場
標準與機制。
(4) 政府應重新檢視特教資源與經費的分配及撥補對象，並進行重新分配。特教資源
應依有特教需求之學生進行分配，直接將相關資源與經費撥給有需要的個人，減
少特教學校對資源的掌控，以確保障礙學生機會平等與不受歧視。
(5) 政府應針對違法失職的教職員建立不適任教職員的退場機制，透過明訂罰則與加
重處分，甚至以解職或終身無法任職予以處分，以盡到國家照顧、保護與教育包
含障礙者在內的所有學生之責任。
56. 兒少司法系統欠缺對兒童進行鑑定之實務作法，除少年調查保護官欠缺障礙辨識能
力之訓練外，加上多數兒童疑似有注意力不足過動症 (ADHD)，使少年調查保護官
往往提出請家長協助兒童針對 ADHD 就診之建議，而少有建議法官依鑑定機制申請
鑑定，影響障礙兒少獲得適足處遇之權利。
57. 政府未公布各少年矯正學校、少年觀護所內之障礙收容人統計資料：雖政府於 2021
兩公約議題清單回覆中提供 2018 年至 2021 年 7 月底矯正機關未滿 18 歲收容人之統
計數據，卻仍未列出各機關內障礙收容人之統計。按矯正署 2021 年 4 月頒布「矯正
機關障礙收容人處遇計畫」，該計畫強調於新收收容人健康檢查時，即會確認是否領
有障礙證明或疑似障礙者。再者，監察院 110 年司調 0031 號調查報告亦計有矯正署
所提供「各少年矯正學校截至 2020 年之障礙學生人數」，41顯見政府確有能力提供此
40 衛福部社家署，台灣兒童權利公約首次國家報告國際審查會議結論性意見，2018 年 1 月 29 日：
https://reurl.cc/W3aajO。
41 根據監察院 110 司調 0031 調查報告，各矯正學校障礙學生比例：明陽中學 7.96%、誠正中學
14 info@cwtaiwan.org.tw
筆資料，卻未定期公告。
58. 少年矯正機構未能提供障礙收容人適足的教育支持：按特殊教育法及其子法規定，42
應針對障礙學生進行個別教育計畫，然現行少年矯正機構僅針對已領取障礙證明之
障礙學生、或在學期間被認定之學習障礙學生進行個別教育計畫，而未針對新收學
生進行全盤檢視是否有個別教育計畫之需要。再者，矯正機關內欠缺特殊教育相關
輔導資源，實務上當障礙收容人情緒控管不佳、有自殺行為時，即以保護之名，對
學生施以戒具、單獨監禁，卻未進行輔導，矯正署亦未向衛福部、教育部請求專業
協助與資源。
59. 建議：
(1) 政府應編列相關鑑定預算予兒少司法程序，並針對兒少司法之工作人員進行障礙
意識訓練，提升障礙辨識之能力，以利儘早給予該名兒童適當之處遇與支持。
(2) 各少年矯正機關 (包括矯正學校、觀護所) 皆應定期公告其列管之障礙收容人統計
資料，並應按性別、障礙類別區分。
(3) 各少年矯正機關針對新收學生統一進行健康檢測與查詢在學期間之特教需求外，
亦應全盤檢視是否有因生理或心理之障礙而具學習特殊需求 (如個別教育計畫)。
在檢視學生需求與制定個別教育計畫時，應尊重障礙學生之意願與自主性，並確
保其參與決策之權利。
(4) 矯正署應與衛福部、教育部跨部會合作，以提供少年矯正機關內之障礙兒童適足
的教育處遇與協助。
86
280
43
60. 由本聯盟籌組之《2021 CRPD 平行報告》第 65-67 段提及，因政府手語政策不完
善，無法給父母足夠的手語學習資訊，使聾小孩在嬰幼兒階段無法獲得手語教育，
不會使用手語的父母也沒有途徑學習手語與小孩溝通，影響嬰幼兒其後使用手語的
能力以及學習發展。
61. 早療系統中欠缺手語對聾人之重要性的意識，使醫療現場多建議小孩進行電子耳手
術，缺乏手語學習資訊的傳達。
62. 建議：
(1) 中央政府或地方政府應合作制定與同步推行手語相關政策，使所有需要的人、家
庭與學習階段皆可獲得手語教育。
10.21%、敦品中學 8%、勵志中學 10%，https://reurl.cc/EZ3xD1。
42 特殊教育法第 28 條，https://reurl.cc/Zj0KNW；特殊教育法施行細則第 9 條，
https://reurl.cc/q1x7Gy。
43 人約盟總協調，2021 CRPD 平行報告第 65-67 段，https://reurl.cc/LplGmX。
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2022 CRC
(2) 政府應即刻規劃將手語納入早療系統中，肯認手語作為視覺語言對小孩學習發展
的幫助，且確保醫療現場揭露足夠的手語學習資訊。
44
63. 由本聯盟籌組之《2021 CRPD 平行報告》第 280-282 段提及，《國家語言發展法》於
2019 年公布施行，臺灣手語獲得國家語言地位；但實務上臺灣手語卻沒有像臺語、
客語、原住民族語等獲得相等的母語地位。不論在學校母語課程中沒有臺灣手語的
選項，在電視媒體頻道也沒有手語專門台，不僅限縮學習手語和認識手語文化的機
會，也影響聽障聾人獲取資訊的權益。
64. 教育體制內缺乏手語課程、老師或支持不足，使聾小孩難在一般學校獲得真正的融
合教育。
65. 建議：
(1) 國家應為手語成立類似客家委員會、原住民族委員會的專責單位，負責手語文化
的保存、傳承與發展等相應的研究、教育與推廣工作。
(2) 將手語教育融入現行教育體制內，依學生需求安排手語翻譯人員，以達成融合教
育為目標，使聽障聾人可自由選擇學習場域，且可獲得相同的學習品質。
(3) 使用手語之障礙者進入教學現場的平權措施：政府應提供各教育階段中使用手語
工作之障礙教師的數據資料，並且為其就業與進修提供充足的投資、資源與支
持，以消除教育系統的障礙，並發揮榜樣作用。
66. 實際就醫過程中，障礙兒童經常未能順利表達自身生理情況或心理狀態。尤其在心
智障礙或有明顯外在障礙特徵者，醫師習慣跳過就醫當事人，直接與家長溝通，並
未尊重與徵詢障礙兒童的意見。
67. 建議：醫護人員的定期訓練，除相關專業訓練外，應包含 CRPD 意識提升，以尊重
當事人意見與醫療自主權。
45
68. 由本聯盟籌組之《2021 CRPD 平行報告》第 139 段提及，我國司法實務未針對障礙
兒童進行調整：
(1) 實務上在警察、檢察官、法官詢問或訊問時，會問精確的時間、地點、以及事件
詳情 (如被打幾下、打哪裡等)，然而障礙兒童通常較難以符合法庭程序/邏輯的
語言陳述方式回應此類問題，卻能夠以肢體表現或繪畫方式敘述當時情況，但這
樣的呈現方式未被普遍接受。
44 人約盟總協調，2021 CRPD 平行報告第 280-282 段，https://reurl.cc/LplGmX。
45 人約盟總協調，2021 CRPD 平行報告第 139、143 段，https://reurl.cc/LplGmX。
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(2) 障礙兒童進行表述時，需要較多時間回應、或無法清楚回答；但實務上卻常有承
辦人員不耐煩、口氣差之經驗，導致障礙兒童更無法好好表達。
69. 建議：
(1) 政府應參考《障礙者近用司法之國際原則與指引》，46並考慮我國實務習慣，修改
現行相關法律或規則，以保障障礙者近用司法以及接受公平審判的各項權利，包
括但不限於程序調整、無障礙、法律扶助等。
(2) 針對各該司法程序相關工作者，如法官、檢察官、律師、警察、法院工作人員等
進行培訓，包含了解障礙者權利，以及提供程序調整、合理調整之責任等。
(3) 政府應提供障礙兒童適合之程序調整。尤其應允許當事人以其適合之方式陳述意
見，且不應以障礙兒童為由，降低其陳述之可信度。
40
95-97
338-367
70. 現行《少事法》將觸法兒童分為保護事件與刑事事件，縱該法規定未滿 14 歲之觸法
兒童不適用少年刑事案件，47但 12 歲以上至未滿 14 歲觸法兒童仍適用《少事法》 ，48
並不符合 CRC 第 24 號一般性意見，兒童司法系統應適用於犯罪時年齡超過最低刑
事責任之規定；以及 2017 年 CRC 結論性意見第 96 點「建議政府依《兒童及少年福
利與權益保障法》，而非《少事法》處理 14 歲以下觸法兒童」。
71. 《少事法》規定得剝奪兒童人身自由之情形包括：審前拘留——收容於少觀所、羈
押；判決後執行——令入感化教育處所、徒刑。49然該法並未設定剝奪兒童自由之最
低年齡限制，且根據 CRC 第二次國家報告附件 9-28 可發現，即便是未滿 14 歲兒
童，亦被收容於少年矯正機關內。
72. 審前拘留之判定未有法定標準，且未限定最長收容期間：現行《少事法》並未規定
審前拘留之判斷標準，僅憑法官自由心證裁定。再者，雖該法第 26-2 條規定「少年
觀護所收容少年之期間，調查或審理中均不得逾二月；延長收容期間不得逾一月，
46 障礙者近用司法之國際原則與指引，https://reurl.cc/q1y37n。
47 第 27 條「(1) 少年法院依調查之結果，認少年觸犯刑罰法律，且有左列情形之一者，應以裁定
移送於有管轄權之法院檢察署檢察官︰一、犯最輕本刑為五年以上有期徒刑之罪者。二、事件
繫屬後已滿二十歲者。(2) 除前項情形外，少年法院依調查之結果，認犯罪情節重大，參酌其品
行、性格、經歷等情狀，以受刑事處分為適當者，得以裁定移送於有管轄權之法院檢察署檢察
官。(3) 前二項情形，於少年犯罪時未滿十四歲者，不適用之。」
48 第 2 條，《少年事件處理法》適用 12 歲以上至未滿 18 歲之兒童，https://reurl.cc/DdKxgd。
49 收容少觀所、施以感化教育為少年保護事件可能之處遇；羈押、徒刑則為少年刑事案件可能之
處遇。
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2022 CRC
以一次為限」，亦即最長可收容六個月；惟當案件發回時仍得重新起算。又該規定僅
限於一案，若一少年同時牽涉多起案件，如擔任多起詐欺案件之車手，則有可能被
拘留超過六個月的時間，但第二次國家報告附件 9-28 僅提供平均收容時間，並無法
得知現行實務最長之收容時間。
73. 建議：
(1) 應將適用《少事法》之年齡改為觸法時 14 歲以上至未滿 18 歲之兒童，而未滿 14
歲之觸法兒童改依《兒少法》處理。
(2) CRC 第 24 號一般性意見鼓勵政府設定剝奪兒童自由之最低年齡，哈瓦那規則更
直接指明政府「應」設定此一年齡限制。故建議政府應於《少事法》規定當兒童
未滿 16 歲，50於任何情況下皆不得剝奪其自由，包含審前拘留與判決後執行。
(3) 《少事法》應明定審前拘留之判斷標準；並限定審前拘留之最長期間，該期間應
包含案件發回、涉及多案等情況。
74. 少年調查保護官案件負荷量過重：依《少事法》第 9 條規定，少年調查官與少年保
護官職責不同，但實務上卻需負責兩者之工作內容；若以保護管束統計衡量少年調
查保護官之工作量，即可發現目前少年調查保護官之工作量負擔過重。根據司法院
2020 年統計年報，平均每位少年調保官一年需負責 78.6 件保護管束， 51 又新北地
院、桃園地院需負擔之案件量最重，新北地院每位少年調保官一年需負責 121.7 件，
52桃園地院則是一年111.9 件。53再者，保護管束之執行期間須視個案狀況，雖法定
最長不得超過 3 年，但仍須花費少年調保官大量時間與心力。
75. 撤銷保護管束直接施以感化教育之成效不佳：根據《少事法》第 55 條第 4 項規定，
若少年在保護管束期間違反應遵守之事項，情節重大，或曾受前項觀察處分後，再
違反應遵守之事項，少年保護官得撤銷保護管束並將剩餘執行時間改施以感化教
育。54然實務上若是改施以感化教育未滿一年之學生，在現行《少年矯正學校學生累
進處遇分數核給辦法》下，因時間不足，並無法達到提早出校之成績，導致學生直
接放棄、不情願受感化教育，進而出現搖房事件。
50 CRC 第 24 號一般性意見第 89 段之舉例為 16 歲，故建議政府不應低於此年齡限制。
51 2020 年地方法院員工實有之主任調查保護官與少年調查保護官，全國共計 190 名，又同年之保
護管束案件總計共 14932 件。統計來源：司法院 109 年統計年報，地方法院員工實有人數－按
機關別分；地方法院少年調查保護官執行保護管束事件收結情形－按年與機關別分，
https://reurl.cc/8W6eX4。
52 2020 年新北地方法院員工實有之主任調查保護官與少年調查保護官，共計 24 名，又同年之保
護管束案件總計共 2920 件。統計來源：司法院 109 年統計年報，地方法院員工實有人數－按機
關別分；地方法院少年調查保護官執行保護管束事件收結情形－按年與機關別分，
https://reurl.cc/8W6eX4。
53 2020 年桃園地方法院員工實有之主任調查保護官與少年調查保護官，共計 19 名，又同年之保
護管束案件總計共 2127 件。統計來源：司法院 109 年統計年報，地方法院員工實有人數－按機
關別分；地方法院少年調查保護官執行保護管束事件收結情形－按年與機關別分，
https://reurl.cc/8W6eX4。
54 《少年事件處理法》 ，第 55 條，https://reurl.cc/DdKxgd。
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76. 建議：
(1) 政府應增加少年調查保護官員額，並且將少年調查官與少年保護官就職務進行專
業分工，避免一人同時擔任調查者與執行者之角色，以防止剝奪少年於保護管束
處遇中應得之程序正義，進而提升保護管束個案之成效。
(2) 政府應重新擬定少年矯正機關之累進處遇辦法，提供撤銷保護管束改施以感化教
育之孩子相應的獎勵措施，以勉勵其積極接受教育，提早離開少年矯正機關。
77. 安置機構收容對象來源多元，不易針對兒童之個別情況給予相應處遇。目前根據不
同法規，安置機構收容的兒童可能包括：家庭失能、遭受性剝削之兒童、觸法兒童
等；55這些兒童之家庭背景、人生境遇複雜，需要個別、不同之相處與陪伴方式。然
安置機構通常未有多元專業領域、以及足夠之人力配置，加上集體生活，更難以針
對兒童之個別情況給予最適當之處遇。
78. 民間安置機構人力不足、部分機構採用軍事化管理方式。除公辦機構由政府提供全
額經費外，現行民間機構經費僅部分享有政府補助，剩餘部分需仰賴民間機構自行
對外募款；又因仰賴大眾捐款，需維持機構正面形象的情況下，導致機構容易出現
屏蔽負面事件，進而使通報系統失靈。再者，因機構人力不足，機構多採取「軍事
化、統一管教」模式，如 2018 年監察院調查之「南投機構性侵案件」，即說明該機
構發生性侵害事件卻未依規定通報、違法超收個案卻申報不實資料、以及對安置院
生進行高壓管教事件。56
79. 建議：
(1) 逐步去機構化的同時，政府應提供民間安置機構足夠經費，並確保各機構確實有
多元專業、足夠之人力配置。
(2) 法院應確實不定期進行機構訪視，確保安置之司法兒少未受侵害。又各地方行政
機關於機構評鑑時，應實際到現場進行多日訪查，確保實際了解該機構之情況。
80. 針對少年矯正機構頻傳之霸凌、鬥毆事件，矯正署未制定「霸凌防制」之相關作業
規定，且實務上矯正人員欠缺教育輔導觀念、與少年司法之專業訓練；相關之通報
系統亦失靈：
(1) 矯正署對於少年矯正機構之霸凌事件，未準用「校園霸凌防制準則」制定少年矯
正機構專用之處理準則，仍逕用成人監所規定處理少年之間的霸凌事件， 57單純
以懲處、隔離處置，而未針對學生進行教育輔導。
55 安置機構收容兒童之法源包括：《兒少法》、《兒少性剝削條例》、
《少事法》。
56 監察院 108 司調 0048 號調查報告，https://reurl.cc/6EjGxO。
57 矯正機關防範收容人發生性侵害及欺凌事件具體措施，https://reurl.cc/95je0V。
info@cwtaiwan.org.tw 19
2022 CRC
(2) 矯正人員仍沿襲成人監所管理思維，透過指定強勢、有幫派背景、具影響力的學
生擔任學生幹部，以協助管理，形成「強凌弱」之次文化，導致層出不窮的霸
凌、鬥毆事件，如七打一、十二打一等。58
(3) 更有甚者，矯正人員漠視學生幹部操練新收學生之情形，導致新生戒護送醫；明
知學生幹部聚眾賭博、勒索金錢卻不通報；藉矯正人員進入戒護區免經檢查的漏
洞，為有勢力之學生挾帶如香煙、色情書刊等違禁品。 59顯見矯正人員不僅怠慢
未處理霸凌事件，更積極維持此種現象。而在此種環境下，受害學生擔心遭到報
復，即使有申訴管道，也不敢使用。
(4) 當收容學生發生暴力衝突事件時，矯正人員應依法通報矯正署、學生繫屬法院、
地方政府社政機關等單位；然實務上發生鬥毆時，部分人員僅以學生間打架作
結，並未通報。且按監察院 110 年司調 0031 號調查報告，60少年矯正機構統計之
數量，與少年保護官接獲暴力衝突之通知數量並不相當，且迄今無法確定實際發
生案件數，顯見通報系統完全失靈。
81. 少年矯正機構針對性侵、性騷擾案件處置不當：依規定，當收容學生遭受性侵、性
騷擾等欺凌時，矯正學校應進行通報、調查、保護處置、辦理違規等程序；然按監
察院 110 年司調 0031 號調查報告，61敦品中學僅以誥誡、停止接見、勞動服務等懲
處方式辦理，根本無法有效遏止。此外，學校環境老舊，並無法有效區隔加害與被
害學生，詳見下點。
82. 矯正學校環境老舊、設備不足：以敦品中學為例，62當發生霸凌、鬥毆或性侵、性騷
擾等案件時，因該校寢室設計為大通舖，並無法有效區隔加害學生與被害學生。現
行實務上作法僅能將性侵害重複再犯的學生配房在監視器明顯的寢室內。甚且於集
體鬥毆事發後，以保護名義，將受害學生移至隔離房，而加害學生仍留原班級考
核，顛倒學生對懲處之正確認知。63
83. 建議：
(1) 教育部、矯正署應進行跨部會合作，共同針對少年矯正學校擬定「校園霸凌防制
計畫」。
(2) 矯正署應針對於少年矯正機關內之所有工作人員進行 CRC 之相關培訓，並應逐
步改善「以大制小」之陋習。
(3) 少年矯正機關之外部視察小組應不定期至該校進行訪查，並訪視各該學生，以期
減少通報系統失靈之情況。
(4) 政府應提供足夠經費以逐步改善少年矯正學校之環境、設備。
58 監察院 110 司調 0027 號調查報告，https://reurl.cc/jgNzYy。
59 2021 年明陽中學（收容「受有期徒刑」處分之少年）一名教導員與一名管理員為收容學生挾帶
違禁品，並經法院判決確定有罪（懲戒法院懲戒法庭 110 年度清上字第 9 號懲戒判決）
。
60 監察院 110 年司調 0031 號調查報告，https://reurl.cc/EZ3xD1。
61 監察院 110 年司調 0031 號調查報告，https://reurl.cc/EZ3xD1。
62 敦品中學收容對象為「受感化教育」處分之少年，前身為桃園少輔院，於 2019 年改制為誠正中
學桃園分校，2021 年 8 月改制為獨立之敦品中學。
63 監察院 110 司調 0027 號調查報告，https://reurl.cc/jgNzYy。
20 info@cwtaiwan.org.tw
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1.
社團法人中華民國聽障人協會成立於 1992 年 8 月 9 日，是匯集留美聽障人士暨國內
熱心支助之社會各階層聽障人士發起，是目前全國性合法社團法人組織，旨在結合國
內外有識之人士，共同致力聽障福利、聽障教育與手語教育在國內之研究發展工作，
以提昇聽障者生活品質，並藉以舉辦文化、藝術、技能、體育及出版宣傳等活動，積
極配合當前政府政策與社會需要，促進發展聽障者無障礙空間，進而保障聽障者的權
益福祉。本會宗旨如下：
1 消除聽障同胞與聽人之間的隔閡，協助政府研訂各項有相關法令，及落實聽障福利
政策之執行。
2 研究及推動手語教育，並協助聽障者解決與社會互動來往之其他相關問題。
3 謀求改善聽障者就學、就業、就醫及就養等各方面困難，達到無障礙環境之目標。
聯絡信箱：cnad001@gmail.com
團體聯絡人及個人信箱：謝素分，sufen506@gmail.com
2.
人權公約施行監督聯盟 (簡稱人約盟) 成立於 2009 年 12 月 10 日，受民主運動前輩黃
文雄先生召集，由四十多個人權團體、律師與學者組成，2016 年正式立案。
透過人權倡議、監督、研究與教育，致力推動聯合國九大核心人權公約在臺灣的國內
法化，尤其運用臺灣獨特的公約審查機制，監督政府以本國法律與政策改革積極落實
國內人權，串聯、培力、協調公民團體參與台灣每 4 年一次的公約國際審查程序，提
供獨立於政府的批判觀察與改革建議；2013 年至 2020 年間，多次組織少至幾個多至
八十幾個公民團體，共同提交民間平行報告，報告關懷領域橫跨監所、司法、死刑、
勞工、移工、障礙者、轉型正義、兒少、女性、LGBTI 與企業人權等多元面向。
更參與許多個案救援工作，曾因李明哲案與救援大隊向聯合國提出申訴且成功受理，
並至聯合國與歐洲議會報告案件。亦與其他民間團體一同研擬難民法草案，要求政府
於中港澳相關條例融入難民法精神。人權星期三亦連續五年每月舉辦，矢志拓展社會
對人權的關懷與想像。同時加入國際人權網絡，與國際人權組織及其人權工作者切磋
研討人權公約在各國之倡議、落實與追蹤等實務經驗。
人約盟自成立以來，藉由國內與國際間的人權工作，持續不懈於推動台灣在地人權機
制的落實與深化。
聯絡信箱：info@cwtaiwan.org.tw
團體聯絡人及個人信箱：黃怡碧，yibee.huang@cwtaiwan.org.tw
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3.
台灣身心障礙兒童權利促進會 (簡稱：身障童盟) 是由身心障礙兒童及家長共同組成，
為捍衛身心障礙兒童的基本人權挺身而出。身心障礙兒童自出生以來便要面對生活上
種種的問題與挑戰，因資源缺乏、政策不健全、落實不透徹，讓身心障礙兒童及他的
家庭，在成長過程中面臨許多阻礙。他們因遊戲場域的不友善，消失在公園遊戲場裡；
他們因融合教育的不健全，消失在校園操場上；他們因交通、外在環境的不友善，消
失在你我的身邊。他們的需求因為被長期漠視，失去支持身心障礙兒童在成長過程中，
平等享有的一切權利。 雖然國內有《身心障礙者權益保障法》，以及聯合國《身心障
礙者權利公約》、《兒童權利公約》相繼頒訂，身障童盟仍積極監督政府，參與相關政
策制定，以落實人權理念來保障身心障礙兒童的基本人權，給予身心障礙兒童一個機
會均等、全面參與的環境。
聯絡信箱：dcraat@gmail.com
團體聯絡人及個人信箱：周淑菁，fiona0418@gmail.com
鄭淑娟，Joy.sccheng@gmail.com
4.
關愛之家迄今在台灣建立了 5 處愛滋中途之家，至今累計協助收容近 600 位感染者朋
友，為超過 2,500 位感染者朋友提供協助諮商。目前我們累計共收容 200 位以上感染
者朋友與受愛滋影響孩童。關愛之家同時也長期巡迴監所、各中小學及大專校院，與
教育部、法務部及衛生福利部疾病管制署合作，向社會大眾進行愛滋衛教暨反歧視宣
導及毒品防制教育，消弭大眾對愛滋病的污名與歧視。
近年來台灣外籍移工人數迅速攀升，關愛之家的服務工作自 1997 年又開展至外籍落
難人士、新移民及外籍移工婦女，其中尤以失聯外籍移工在臺生子後，孩子因為沒有
報戶口而成為非本國籍兒童，難以獲得醫療、社福和教育相關的資源，為這些愛滋感
染者、受愛滋影響人群及非本國籍寶寶提中途與安置服務，是目前關愛之家的主要服
務工作。
聯絡信箱：twhhf@twhhf.org
團體聯絡人及個人信箱：康定睿，dingruei@twhhf.org
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5.
教育要使人成為他自己﹔而改變，必須先從改變教育開始！
從 1989 年正式成立至今，人本教育基金會致力於結合家庭、學校、社會的力量，協
助教育當局革除教育積弊，共同推動以人為本的教育。
目前的工作有：出版系列書籍、舉辦各式教改活動；舉辦各種親子講座、成長班及討
論會、演講；開辦教師工作坊、人本師資培訓、數學想想師資培訓；受理校園申訴；
研發創新教材教法，提昇孩子受教品質;扶助弱勢孩子；辦理森林小學。
聯絡信箱：hefpp@hef.org.tw
團體聯絡人及個人信箱：陳志遠，7563@hef.org.tw
6.
台北、嘉義、台南、高雄、花蓮等五間自立生活協會經過多年深耕經營，終於在 2018
年 4 月 1 日共同舉辦《社團法人台灣身心障礙者自立生活聯盟》成立大會。本聯盟串
聯台灣各地自立生活協會，擬定適切的障礙者社區生活支持服務政策、改善社會軟硬
體設施、建立反歧視社會價值。回應國際身心障礙者運動的精神：「沒有我們的參與，
不要替我們做決定 (Nothing about us without us)。」本聯盟任務：
1 連結全國各地自立生活協會、團體、推動小組。
2 推廣「自立生活」理念，強調障礙者依自身需求達到「自己選擇、決定、負責」。
3 落實「障礙者主體」思想，強調倡議、組織，都應該有半數以上，不同障別障礙者
參與。
4 權益爭取，督促政府落實障礙者權益，保障障礙者在社會參與、人力支持、無障礙
環境、經濟安全、生涯發展等權益。
5 打破「專業迷思」，強調障礙者才是解決自己問題的專家。
6 進行國際交流，與國外自立生活團體、障礙組織相互連結、經驗學習。
7 培育障礙者人才，鼓勵自我發聲，連結需求，倡導權益。
8 宣導人權立國，共造美好社會。
聯絡信箱：cil.tw2018@gmail.com
團體聯絡人及個人信箱：林君潔，chunil92@gmail.com
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7.
台北市新活力自立生活協會是於 2007 年由一群不同障別的障礙者組成的互助團體！
我們推動的是障礙者可以有尊嚴地自主生活在社區中，活得像一個「人」一樣，能夠
透過各項個人協助服務，正常地吃飯、上廁所、洗澡、換衣服、出門、搭車，做自己
想要實現的事情，自立生活，環境不要充滿著障礙與歧視。
我們與其他組織最大的不同點是，50% 以上的決策者 (含理監事) 皆為障礙者，並且是
跨障別的障礙者，以自身經驗的角度，由被照顧者的角色轉換為提供服務給其他有需
要的障礙者，連結彼此的力量，改變這個有障礙的社會，消除歧視，推動人權議題。
我們認為，很多障礙是來自環境及態度而造成的，如果大家能願意接受多元族群的存
在，許多障礙就會破除，人人皆可自立生活社區中。
我們的服務內容包括：(1) 個人助理服務；(2) 自立生活規劃；(3) 同儕支持服務；(4)
無障礙推廣；(5) 教育宣導；與 (6) 權利爭取。
聯絡信箱：ciltaipei@gmail.com
團體聯絡人及個人信箱：袁佳娣，mimi@mail.batol.net
8.
因緣際會接觸自立生活的理念，接收相關資訊後非常認同障礙者「自我選擇、自我決
定、自我負責」之精神，並於 2012 年 7 月 6 日正式成立本會，相信障礙者的自主權，
並且認為去機構化、融入社區，才是障礙者的生活價值。
除了服務嘉義在地障礙者與進行地方倡議外，近年來也積極參與 CRPD 相關會議，希
望可以透過國際公約的力量，落實本地障礙者的人權與基本自由。同時肯認障礙者才
是自己的專家，因此幹部與工作人員九成以上為障礙者。本會任務如下：
1 提升障礙者的自覺意識，爭取應有權益。
2 同儕心理支持與擬定障礙者自立生活計劃。
3 提供住宅、交通資訊。
4 不定期舉辦講座、聯誼活動，增進情感與新知。
5 改善障礙環境。
6 宣廣與教育社會大眾自立生活的重要性。
7 與國內外自立生活協會交流，連結資源。
聯絡信箱：cyc.nwil@gmail.com
團體聯絡人及個人信箱：張育瑄，zoda587301e@gmail.com
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9.
「中華民國紅心字會」於民國 77 年正式立案，為全台首創受刑人家庭服務之民間社
福團體，秉持「罪不及妻孥」的理念，於受刑人服刑期間給予其家庭支持及關懷。多
年服務經驗發現，受刑人家庭多數為世代貧窮，受刑事件反覆出現的低社經地位家庭，
因此本會主要提供「資源連結、兒少關懷與培力、關係修復與維繫」之服務，期能達
到「終止世代貧窮、家庭重建、預防犯罪循環」等目標。
本會在服務中觀察到家內兒少為受刑人家庭動力改變的重要角色，同時在成人關係僵
化或逃避的互動模式中，亦是能突破的機會點。本會秉持著「兒少是家庭改變的契機、
家庭都有復元的能力」之信念，發展以兒少出發的家庭服務模式，自 100 年運用至今，
服務成效顯著。
聯絡信箱：rhfamily0505@gmail.com
團體聯絡人及個人信箱：李怡穎，rhfamily0505@gmail.com
10.
「台北市行無礙資源推廣協會」從發起到組織工作夥伴，都是由障礙者與關心此族群
的家屬、社會人士共同參與。協會創立於 2004 年 8 月，旨在結合社會資源與力量，
推動全面無障礙生活，鼓勵障礙者發聲，並參與相關之政府組織委員會議倡議。我們
認為所謂的生活無障礙必須是全面的且包含軟硬體的，讓障礙者可以跟其他人一樣平
等地參與社會、與社會融合、並且可以有選擇地做自己。因此協會經常性的勘查了解
生活中的阻礙，透過旅遊、藝文以及各種動態或靜態的休閒活動，讓障礙者現身被看
見，作為倡議社會參與以及改變社會的起點。我們相信，改善社會外在環境無障礙的
過程同時也是改造人心的工程，要走向一個更為和平、共融的社會，絕對不能缺少障
礙者貢獻的力量。
聯絡信箱：sunable.net@gmail.com
團體聯絡人及個人信箱：游鯉綺，sylviayu1971@gmail.com
11.
長期參與人權運動、司法改革及死刑冤案救援的台灣民間團體，眼見來不及為冤死的
江國慶和盧正平反，更有感於為救援蘇建和案、徐自強案當事人與死神拔河的急迫感，
決定除了個案救援，更應該從制度上改革，才能避免無辜的人民繼續枉死，阻止國家
繼續使用死刑這個暴力手段，因此在 2003 年邀集更多團體和個人，成立台灣廢除死
刑推動聯盟，期待有一天台灣能夠成為一個沒有死刑的國家。我們的工作：
⚫ 個案救援：冤案救援、死刑個案協助、組織律師辯護團隊進行死刑判決分析；
⚫ 律師培訓：舉辦重大刑事案件辯護相關培訓，促進辯護品質及公平審判；
v
1
⚫ 研究論述：主題研究與研討、監督相關政策、進行民意調查、發表分析報告；
⚫ 社會對話：舉辦殺人影展、廢死星期四、主題講座及工作坊、發行廢話電子報、舉
辦公民審議會議等；
⚫ 教育推廣：舉辦教師、親子工作坊、志工培訓、發展教材與教案等；
⚫ 促進社會安全：參與獄政改革、倡議犯罪被害人保護、提出相關刑罰修正建議；
⚫ 出版工作：律師辯護、被害人訪談書籍、公民教育教材讀本；
⚫ 國際串聯：參與世界反死刑聯盟、亞洲反死刑網絡等組織，參與世界反死刑大會並
響應 10/10 世界反死刑日行動。
聯絡信箱：info@taedp.org.tw
團體聯絡人及個人信箱：林慈偉，linadi1208@taedp.org.tw
12.
社團法人臺灣教育協會為依法設立，由一群關心教育事務的青年共同組織，以推動教
育，保障及增進學習者之權利，促進教育融合，關懷個體於社會及教育之處境，維護
非主流群體權益，消解社會結構與教育體制之不平等為宗旨。
團體聯絡人及個人信箱：陳建穎，twedua@gmail.com
13.
台灣國際醫學聯盟 (TIMA) 成立於 2001 年 1 月，旨在結合學術專業與人道關懷，推動
與各國公民社會、非政府組織、非營利組織的交流與連結，帶動台灣非政府組織的國
際化，發展人道援助精神，協助弱勢族群擁有健康、公平與均衡的發展環境。該聯盟
認為，觀念的確立和能力的培養是最重要的基石。無論是國內的青年或國際的友人，
培力和賦權是最值得努力的方向。「預防勝於治療」是他們堅守的信條，先認清影響
人類健康最重要的敵人，再以公共衛生的方式，從教育、倡導、制度這些方式著手，
才能夠更有所貢獻，引導更多所援助國家的當地人自立自強，是台灣國際醫學聯盟的
原則。
TIMA 堅持沈著、穩定的在東南亞國家努力，以了解他們，協助他們保有自己的文化
與傳承，也享有健康的生活與免於疾病威脅的自由。無論是越南工廠內的女工、柬埔
寨鄉下的小孩、或是泰緬邊境飽受威脅的戰士，都有相同的權利來享有這個世界所能
提供的資源。
在國內，台灣國際醫學聯盟希望能繼續培養具有國際視野、文化敏感度、社會正義感，
且通曉公共衛生方法的年輕人，期待他們有朝一日能夠站在台灣與外界接觸的第一線，
作為他國文化的接受者，藉由他們的心與手，來豐富自己，成長別人。
團體聯絡人及個人信箱：黃嵩立，songlih@gmail.com
vi
1
14.
台灣聾人聯盟 (Taiwanese Deaf Alliance，簡稱 TDA) 係為結合全國聾人團體，建立
合作網絡，同時推動政府制訂或修訂與聾人相關的權益、福利法令，爭取及維護聾人
基本權益，並興 (協) 辦各項聾人相關事務，協助聾人發展各項專業技能，建立聾人友
善的學習、生活與就業環境，建立台灣手語友善環境，復振聾人文化之傳承與發展。
聯絡信箱：tda20181125@gmail.com
團體聯絡人及個人信箱：李鴻源，hungyuan1881@gmail.com
張雅智，susan6262@gmail.com
vii
url https://covenantswatch.org.tw
email info@cwtaiwan.org.tw
tel +886 2 3393 1815
來源 PDF: 34_20220406130421_1148853.pdf
2022
Parallel Report on
the Convention on
the Rights of Children
Regarding Articles: 7, 9, 23, and 40
Coordinated by
March, 2022
2022 Parallel Report on CRC
Coordinated by: Covenants Watch
Contact Email: info@cwtaiwan.org.tw
Participating NGOs
(in alphabetical order)
Chinese National Association of the Deaf
Covenants Watch
Disabled Children's Rights and Advocacy
Association in Taiwan (DCRAAT)
Harmony Home Taiwan
Humanistic Education Foundation
Independent Living Taiwan
New Vitality Independent Living
Association, Taipei
New World Independent Living
Association, Chiayi
Red Heart Association
Taiwan Access For All Association
Taiwan Alliance to End the Death Penalty
Taiwan Education Association
Taiwan International Medical Alliance
(TIMA)
Taiwanese Deaf Alliance
Regarding Arts. 7, 9, 23, and 40
March, 2022
Taiwan
The Editing Team (in alphabetical order)
Editors in Chief
HUANG, Yibee Covenants Watch
HUANG, Song-Lih Covenants Watch
Editor
CHUNG, Yu-Jo Covenants Watch
Translator
YANG, Kang Covenants Watch
Proofreader
CHIANG, Meng-Chen Covenants Watch
i
Table of Content
The Editing Team .......................................................................................... i
Table of Content ........................................................................................... ii
Art. 7 The Right to Acquire a Nationality ............................................... 1
In Response to Paras. 60 and 91 of the State Report ......................................... 1
Stateless children .................................................................................................................. 1
Art. 9 ................................................................................................................ 4
In Response to Paras 180-182 of the State Report (Children of Inmates) ..... 4
The best interests of a child whose parent is imprisoned or sentenced to death have
not been adequately considered ........................................................................................ 4
Children of inmates unable to enjoy the right to reunification and the right to
communications ................................................................................................................... 5
Accompanying children of inmates: insufficient nursery environment in
correctional institutions....................................................................................................... 6
Art. 23 The Rights of Children with Disabilities .................................. 7
In Response to Paras. 58-59 of the State Report (Equality and Non-
discrimination) ......................................................................................................... 7
The absence of explicit provisions on discrimination against children with
disabilities.............................................................................................................................. 7
COR Points 58-59 ................................................................................................ 8
In Response to Paras. 188-202 of the State Report ............................................. 8
Comprehensive overview on children with disabilities ................................................ 8
Definition and demographic statistics on children with disabilities ............................ 8
Comprehensive inclusive education has not been fully implemented yet.................. 9
The lack of disability awareness in the education system, including the teacher
training system, causes exclusion and segregation ....................................................... 11
The definition of students with disabilities excludes some groups of persons with
disabilities............................................................................................................................ 13
The education system still cannot provide adequate support to students with
disabilities............................................................................................................................ 14
Individualized education programs do not focus on students with disabilities and
ii
do not adequately protect their privacy.......................................................................... 16
Lack of equal accessibility to cultural, educational, and recreational areas for
children with disabilities ................................................................................................... 17
The inclusiveness in the sporting provisions is not sufficient to support persons
with disabilities to participate at their will ..................................................................... 18
No regulations on the accessibility of participation in cultural life, impacting the
access rights of persons with disabilities ........................................................................ 18
Sexual abuse and maltreatment in special education schools and institutions ........ 19
Children with Disabilities in Juvenile Correctional Institutions ................................. 24
COR Points 86 ................................................................................................... 26
In Response to Para. 280 of the State Report ..................................................... 26
Inadequate opportunities for sign language learning for infants and preschool
toddlers ................................................................................................................................ 26
The status of sign language remains unequal compared to other national languages
............................................................................................................................................... 26
Issues not mentioned by the Concluding Observations and
Recommendations............................................................................................ 27
Opinion of children with disabilities neglected during medical procedures ............ 27
Access to justice for children with disabilities ............................................................... 27
Art. 40 Juvenile Justice............................................................................... 28
COR Points 95-97.............................................................................................. 28
In Response to Paras. 338-367 of the State Report ............................................ 28
Children under the minimum age of criminal responsibility are still subject to the
Juvenile Justice Act and are deprived of their personal liberty ..................................... 28
Parole.................................................................................................................................... 30
Issues regarding juvenile judicial settlement institutions ............................................ 31
Issues regarding juvenile correctional institutions........................................................ 32
Appendix 1: Introduction of Participating NGOs .................................. i
iii
Covenants Watch
Art. 7 The Right to Acquire a Nationality
In Response to Paras. 60 and 91 of the State Report
Stateless children
1. The government is yet to be able to report the actual number of stateless children:
The State Report does not provide the latest statistics on stateless children.
Deducing from the press releases of the National Immigration Agency, from 2007
to the end of July 2020, 941 children were rendered stateless by the undocumented
or falsely reported immigration status of their biological mothers; with 622 of
which were repatriated with their mothers, under the administration of the
National Immigration Agency. 1 Further, according to press releases of the Control
Yuan, as of June 2020, the whereabouts of 240 stateless children were still being
investigated. 2 The aforementioned figures, however, only reflect the statistics of
the government, while recent journalistic reports have revealed a large discrepancy
between the number of stateless children in our government's knowledge and the
actuality. 3
2. Children of undocumented migrant workers rendered stateless:
(1) According to statistics from the National Immigration Agency, the number of
non-national unaccompanied children born in Taiwan had been increasing,
with most of their mothers being undocumented migrant workers or those with
unknown identities. 4 The main reason being that pregnant migrant workers
were not equally covered by labor rights provisions: migrant workers were not
regarded by the Labor Standards Act, thus unable to take paid and unpaid
maternity leaves; in practice, labor contracts may be terminated and a high sum
of liquidated damages will be requested upon pregnant migrant workers. 5In
these circumstances, pregnant migrant workers were often forced to become
undocumented and go into labor in private, and would not dare to take their
children to the hospital for vaccinations, resulted in some children passing
away due to infections. 6
(2) Since large proportion of biological mothers of these cases are undocumented
migrant workers, should the government be able to identify them, impeded by
1 Press release of National Immigration Agency: https://reurl.cc/2DWpK4
2 Press release of Control Yuan: https://reurl.cc/EpGEjn
3 UDN, https://reurl.cc/Qj4z5b ; The Strom Media: Discrimination Kills! Pregnant Migrant
Workers Forced to Run, Requiem to “Underground Babies”: Fatally Infected for Unable to be
Vaccinated, the Mother Would Like to Bury Them At a Mosque… (2019 Aug 6th):
https://reurl.cc/KpMNlm ; Up Media: [Exclusive] Good Ending for Migrant Workers and
Their Stateless Children? National ID May be Applicable (2017 Jan 25th)
https://reurl.cc/NpqVlq
4 2021 Budget Assessment Report, National Immigration Agency, Ministry of the Interior:
https://reurl.cc/Ddrb2R
5 Press release, Control Yuan: https://reurl.cc/EpGEjn
6 The Strom Media: Discrimination Kills! Pregnant Migrant Workers Forced to Run, Requiem to
“Underground Babies”: Fatally Infected for Unable to be Vaccinated, the Mother Would Like
to Bury Them At a Mosque… (2019 Aug 6th): https://reurl.cc/KpMNlm
CW Contact E-mail: info@cwtaiwan.org.tw 1
2022 Parallel Report on CRC
fear or concern regarding supporting the child, the mothers might refrain from
coming forward. This causes their children unable to acquire legal residency,
and can only obtain one-year temporary residence via the “Alien Residence
Certificate”, with the assistance of the Department of Social Affairs and issuance
by the National Immigration Agency. 7 In principle, should the whereabouts of
the biological mother remain unknown, the court shall issue an injunction to
deprive the biological parents of their parental rights in accordance with Article
1094 of the Civil Code,8 and then acquire Taiwanese nationality along with the
adoptive parents in accordance with Article 4 of the Nationality Act. 9 At present,
however, only a small proportion of cases were handled in accordance with the
aforementioned measures, with most biological mothers reluctant to come
forward and most cases were cared for by institutions, foster families, and
adopters. These children are deprived of legal residence statuses, thus cannot
enjoy benefits of National Health Insurance, schooling, and other relevant social
welfare resources. 10
3. The repatriating of stateless children to their countries of origin was obstructed by
the pandemic: According to statistics of the National Immigration Agency,
“repatriate child along with their biological mother to the country of origin”
remains the largest proportion of how non-national unaccompanied children were
handled. 11 According to reports, however, since nations limited their border
accesses as a part of pandemic response since 2020, the repatriation process had
been hindered, rendering children unable to access the culture and language of
their country of origin, which may affect their ability in identifying and connecting
with their country of origin.
4. Recommendations:
(1) The government shall provide latest statistics on stateless children, and
disaggregate the data on the dimension on holding effective certificates of
residence or not. The criterion for children in the disaggregated data compiled
by the National Immigration Agency shall be altered to “under 18 years old”
from the current “under 15 years old”, to meet the accurate definition of
children. The statistics shall also contain figures on persons who have not
obtained a valid residence certification.
(2) Implement maternal protection in the workplace and right to emergency
medical services for pregnant migrant workers: The Labor Standard Act and Act
7 The issuance of “Alien Residence Certificate” was based on Article 6 of the Regulations
Governing Visiting, Residency, and Permanent Residency of Aliens: “Any alien born in Taiwan
may apply for the Alien Resident Certificate through his/her parent, custodian, or a child and
juvenile welfare organization.”
8 Article 1094. the Civil Code: https://reurl.cc/oeG5rl
9 Article 4, the Nationality Act: https://reurl.cc/Go0Kpp
10 Paragraph 503, 2020 Parallel Report on the Implementation of ICCPR and ICESCR,
Coordinated by Covenants Watch: https://reurl.cc/Wk9v0Z
11 Relevant measures for non-national juveniles born in Taiwan until July 2020.
2 CW Contact E-mail: info@cwtaiwan.org.tw
Covenants Watch
of Gender Equality in Employment shall be applicable for migrant care workers;
the provisions on employment accommodation and obligation of establishing
child care facilities for employers having one hundred or more employees,
contained in the Act of Gender Equality in Employment, shall also be
implemented. Migrant workers shall be able to enjoy the right to await delivery
in Taiwan or settle in their country of origin, while retaining their position.
(3) Normalize the legal right of residence of migrant workers who have children
after arrival in Taiwan: We recommend the government to recognize the legal
right to temporary residence for undocumented migrant workers who got
pregnant or had children in Taiwan, in order to ensure migrant workers and
their children can enjoy the right to family reunification as promulgated by the
Convention, to avoid the dilemma faced by migrant workers between
themselves and the right of their children, and to abide by the provisions
promulgated by Article 16 of the ICCPR and Article 7 of the Convention which
designated the right to name and nationality for newborn children, and the
right to know and be cared for by their parents.
(4) Expedite the process of obtaining temporary residential statuses for stateless
children: although a loosened criterium was applicated by the Executive Yuan
from 2017 and thus affirmed that it will exhaust all effort to grant ROC
nationality to children who cannot be reunified with their parents, in
accordance with Article 2 of the Nationality Act. 12 However, for children whose
parents have known identity, albeit unwilling to come forward, a limited “Alien
Residence Certificate” with an one-year expiration date can only be obtained
after a protracted process of “searching” for their parents, while the right to
health and education for the children was deprived. Therefore, it is
recommended for the State to issue the “Alien Residence Certificate” directly
after cases were reported, and consider amendments of Article 2 of Regulations
Governing Visiting, Residency, and Permanent Residency of Aliens,13 to relax
restrictions on the extension of the residence period for reported cases.
(5) The decision on whether to repatriate a non-national child shall be made in
accordance with the consideration of the best interest of the child: The State
shall cooperate with the social affairs organs of the country of origin to conduct
regular and consistent tracking on the settlement conditions of individual cases,
to prevent returning the child to places where risk of torture and disadvantaged
12 Up Media: [Exclusive] Good Ending for Migrant Workers and Their Stateless Children?
National ID May be Applicable (2017 Jan 25th) https://reurl.cc/NpqVlq
13 In principle, according to Article 2 of the Regulations Governing Visiting, Residency, and
Permanent Residency of Aliens, extensions shall not exceed the limit of six months, with the
exception of pregnancy, diseases, or natural disasters. https://reurl.cc/bkKq96 We
recommend including “stateless children” in the grounds for extensions.
CW Contact E-mail: info@cwtaiwan.org.tw 3
2022 Parallel Report on CRC
scenarios exist, in accordance with Paragraph 27 of General Comment No.6 of
the Convention.
Art. 9
In Response to Paras 180-182 of the State Report (Children of Inmates)
The best interests of a child whose parent is imprisoned or sentenced to death
have not been adequately considered
5. In judicial proceedings in which a child's parents are prosecuted and sentenced to
death, the best interests of the child of the defendant were not adequately
considered and assessed, the State also failed to provide any necessary
psychological or other forms of support to children whose parents were sentenced
to death. For example. both Shen Wen-bin, who was sentenced to death in 2020,
and Li Hong-ji, who was executed by the Ministry of Justice in 2018, had minor
children, yet the courts claimed in their verdicts that the best interests of these
children were not required to be considered in the imposition of the death penalty;
when the Ministry of Justice executed Li Hong-ji in 2018, it even claimed that the
execution was in compliance with the ICCPR and the Convention. With domestic
provisions failed to recognize rights of children whose parents were imprisoned or
sentenced to death, and the State’s inability to know where they are or how many
are there, those children were rendered as the collateral invisible victims of the
death penalty.
6. Recommendations: 14
(1) The State shall conduct comprehensive executive, legislative, judicial, and
policy reviews and assessments on the impact against children whose parents
were prosecuted or sentenced to death.
(2) Courts shall recognize the existence of these children and assess their best
interests while sentencing. Prosecutors ought to consider the best interest of
these children and refrain from making a death sentence plea, the State shall
also provide psychological and other necessary support for children whose
parents were sentenced to death.
14 See Committee on the Rights of the Child, Concluding Observations on the Second Periodic
Report of Kuwait, U.N. Doc. CRC/C/KWT/CO/2(29 October 2013), para. 31-32; Committee
on the Rights of the Child, Concluding Observations on the Second Periodic Report of the
United Arab Emirates, U.N. Doc. CRC/C/ARE/CO/2(30 October 2015), para. 52; Committee
on the Rights of the Child, Concluding Observations: Singapore, U.N. Doc.
CRC/C/SGP/CO/4-5(28 June 2019), para. 34; Committee on the Rights of the Child,
Concluding Observations: Qatar, U.N. Doc. CRC/C/QAT/CO/3-4 (22 June 2017), para. 28;
Committee on the Rights of the Child, Concluding Observations: Bahrain, U.N. Doc.
CRC/C/BHR/CO/4-6 (27 February 2019), para. 35.
4 CW Contact E-mail: info@cwtaiwan.org.tw
Covenants Watch
Children of inmates unable to enjoy the right to reunification and the right to
communications
7. In present, visitation regulations for correctional facilities hinder the maintenance
of emotional connection between inmates and their children.
(1) Article 68 of the Prison Act provides that visitations shall be arranged on
weekdays, and correctional institutions may also arrange visitations on holidays
and other vacations at their discretion. In practice, general visitations were
arranged mostly on work or school hours on weekdays, when most family
members of inmates find it difficult to accommodate. Visitation on holidays
were also arranged on the first Sunday of each month, and since this
arrangement was preferred by relatives of inmates, the time for visitation was
often compressed to 10-15 minutes from the statutory 30 minutes. Furthermore,
despite that "mobile visitation" and "long-distance visitation" were
implemented by the Agency of Corrections, visitations can only be arranged on
work hours,15 which is nevertheless inconvenient for children of inmates.
(2) According to Article 56 of Statute of Progressive Execution of Penalty and relevant
practices, inmates with assigned or level 4 statuses can have one visitation per
week, and inmates with level 3 statuses can arrange one to two visitations per
week. According to the practical observations of the Red Heart Association,
however, children experience the highest level of emotional demand during the
early periods of imprisonment, while only a few newly admitted inmates were
assigned a level of treatment; inmates with shorter period of incarceration also
may be unable to acquire enough points to be assigned with treatment levels
higher than level 3, that is, the children of inmates can only meet their parents
once or twice a week, which does not meet the children's needs and is not
conducive to the development of subsequent emotional connections.
(3) In practice, the cramped visitation space was also equipped with a glass
separation between the inmates and their children. Children of inmates cannot
have physical contact with their parents, with face-to-face activities being the
only opportunity for physical contacts. Face-to-face activities were, in practice,
held on the eve of Spring Festival, Mother’s Day, Mid-Autumn Festival and
other vacations; that is, children of inmates and their caregivers were
nevertheless required to ask for leaves to reunite with their family members. In
recent years, the face-to-face activities were all canceled due to the pandemic.
8. Recommendations:
15 Take Taipei Prison as an example, according announcements on its website, the available time
for visitations is based on the working days listed in the “Office Calendar of the
Administrative Organs of the ROC” announced by the General Office of Personnel
Administration of the Executive Yuan, https://reurl.cc/12bOVp.
CW Contact E-mail: info@cwtaiwan.org.tw 5
2022 Parallel Report on CRC
(1) The Agency of Corrections shall construct spaces for family visitation, allow
children of inmates to have physical contact with their parents, and to increase
available times for visitations (weekday evenings and holidays, for instance).
(2) Revise relevant provisions on visitations to enable newly-admitted inmates to
communicate with their parents, times of allowed visitations shall also be
increased to meet the needs of the children.
(3) At present, visitations via communication equipment were limited to twice per
month. 16 Due to in-person visitations and face-to-face activities being canceled
during the Covid-19 pandemic, it is recommended for the Agency of
Corrections to increase the quota of communication visitations during the
pandemic.
Accompanying children of inmates: insufficient nursery environment in
correctional institutions
9. Correctional institutions shall establish nurseries in accordance with the law, the
establishment, however, varies depending on the space of the institution, category
of the incarcerated, and the population. According to a 2019 Investigative Report of
the Control Yuan, it can only be known that the nursery in Taoyuan Women’s
Prison has been fitted into dedicated space for inmates and their children; holding
parenting classes, children’s playground, and inmates' workplace during the day,
and as a lodging space at night.
10. According to a 2019 Investigative Report of the Control Yuan, Taoyuan Women’s
Prison, which housed the largest number of accompanying children, did not
specify funds for accompanying children and their mothers in its annual budget;
the resources for its strengthening of nursery environments, construction of
outdoor playgrounds, and holding of classes on child development most relied on
grants from the Agency of Corrections and external donations. 17 In addition,
according to practical experience, when parents of accompanying children were to
be released, the State was unable to provide settlement institutions where the
parent and the children can live together, resulting in the separation of parents and
children, infringing the best interest of the child.
11. Recommendations:
(1) The Agency of Corrections shall disclose how nursery spaces in correctional
facilities were utilized, and whether exclusive spaces for accompanying
children of inmates were provided.
(2) The Agency of Corrections shall allocate dedicated budgets for accompanying
minors.
16 Article 10, Regulations for Conducting Visits via Communication Devices in Prisons and
Detention Centers: https://reurl.cc/QjQZmZ
17 Control Yuan investigative report number 0020 in 2019: https://reurl.cc/X4KpmE
6 CW Contact E-mail: info@cwtaiwan.org.tw
Covenants Watch
(3) The State shall provide housing facilities for accompanied living, to enable
shared settlement for children and their mothers.
Art. 23 The Rights of Children with Disabilities
In Response to Paras. 58-59 of the State Report (Equality and Non-
discrimination)
The absence of explicit provisions on discrimination against children with
disabilities
12. Although Articles 16, 40, and 74 of the People with Disabilities Rights Protection Act
prohibited discrimination in the context of education, examination, employment,
work, housing, migration, medical treatment, and media representation, the forms
of discrimination (for instance, direct discriminations, indirect discrimination,
refusal to provide reasonable accommodation, and harassment) and their
definitions were not outlined. In addition, per para. 17 of General Comment No.6
of the CRPD, prohibition of discrimination against persons with disabilities
includes discrimination against related personnel, per paras. 19 and 21 of the same
document, multiple discrimination, intersectional discrimination, and
discrimination by association should all be prohibited; but these nuances are not
presented in the People with Disabilities Rights Protection Act.
13. Further, per para. 22 of General Comment No.6 of the CRPD, the State bears
“positive obligations to protect persons with disabilities from discrimination, with
an obligation to enact specific and comprehensive anti-discrimination legislation”,
which shall include appropriate and “effective legal remedies and sanctions” in
civil, administrative and criminal provisions. In reality, with the example of Article
16 Paragraph 3 of the People with Disabilities Rights Protection Act, which stipulated
that all public examinations hosted by public and private sector entities,
organizations, schools and enterprises shall provide diversified and appropriate
assistance in accordance with the demands of individual candidates with
disabilities, the penal provisions in Chapter VIII of the Act does not contain remedy
or punitive measures regarding the breaching of the said provision; this leaves
candidates with disabilities nowhere to seek assistance, should their demands be
denied.
14. The Special Education Act, which directly dictates education for children with
disabilities, has not been fully reviewed and amended for more than 10 years,
rendering it noncompliant with the Convention and the Convention on the Rights
of Persons with Disabilities. With the failure to stipulate prohibition on
discrimination against children with disabilities, and promulgate the notion of
“refusal to provide reasonable accommodation as a form of discrimination”, the
Act is also incompatible with current special education practices. Currently,
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2022 Parallel Report on CRC
practitioners are unfamiliar with the notion of reasonable accommodation, with
most of them equating the construction of accessible environments with the
administering of reasonable accommodations, and unable to satisfy the
individualized needs of children with disabilities.
15. Recommendations:
(1) The National Human Rights Commission shall conduct total reviews on the
People with Disabilities Rights Protection Act and the Special Education Act in
accordance with the Convention on the Rights of Persons with Disabilities and
the Convention on the Rights of the Child, and submit proposals for
amendments to the Legislative Yuan.
(2) The Legislative Yuan should immediately specify the forms and definitions of
“discrimination” in the People with Disabilities Rights Protection Act and the
Special Education Act, the notion of “refusal of providing reasonable
accommodation as a form of discrimination” shall be included. This criterion
shall be universally applicable to public and private sectors, with obligation
bearers explicitly identified in respective statutes, and means of remedies
promulgated.
(3) Foremostly, the State shall familiarize with the correct substance of reasonable
accommodation, and conduct educational training on reasonable
accommodations in CRPD for civil servants, especially education personnel.
COR Points 58-59
In Response to Paras. 188-202 of the State Report
Comprehensive overview on children with disabilities
16. The State persists in applying the biomedical/welfare model upon persons with
disabilities, and the mentality of “friendliness, love, therapy and correction” are
generally present in the handling of disability issues. The State has yet to
implement the substantive connotation of the Convention on the Rights of Persons
with Disabilities (hereinafter “CRPD”) and the Convention on the Rights of the
Child (hereinafter “CRC”) of enabling children with disabilities to enjoy rights on
an equal basis; the State has also not actively eliminated environmental or
institutional barriers, proposed affirmative policies, or recognized the necessity of
including children with disabilities in the deliberation and decision-making
processes of policies.
Definition and demographic statistics on children with disabilities
17. The official definition of persons with disabilities was those who possess a
certificate of disability or a disability card, which also serves as the basis for most
statistics in the State Report. Per the State's definition, as of 2020, 5.08% of the total
8 CW Contact E-mail: info@cwtaiwan.org.tw
Covenants Watch
population are persons with disabilities. Men with disabilities accounted for 5.70%
of the male population, and women with disabilities accounted for 4.48% of the
female population, which is significantly lower than the international mean of 15%
of the total population. 18 The definition of persons with disabilities was awfully
narrow and biased toward the biomedical model, wherefore only part of those who
are in need can receive proper resources.
Comprehensive inclusive education has not been fully implemented yet19
18. Students with disabilities are still rejected admission to school. Today, there are still
some schools rejecting students with disabilities, claiming that the schools lack
special education resources. Although the provisions of Article 22 of the Special
Education Act specify that schools must not reject admission of students with
disabilities, some schools still dissuade students with disabilities who plan to seek
admission and their parents behind closed doors. Also, since some schools are
unable to actively provide support for special education, students with disabilities
and their parents have no choice but to seek admission to other schools.
19. Still, no structural reforms are made in most policies aiming to realize inclusive
education. Although the statistics in para. 193 of the State report indicates that the
proportion of students with disabilities which were enrolled in special education
institutions had decreased, students with disabilities were merely “being placed”
in the general education system. Students with disabilities often struggle to adapt
to general education; what’s worse, some of them have frequent conflicts with
others,20 which causes immediate or lasting harm to their lives. The difficulties that
students with disabilities face in the general education system also cause students
with disabilities and their parents to feel anxious and distressed about entering the
general education system from segregated settings (e.g., special education schools
or special education classes), and reduce their willingness to enter the general
education system.
20. There is still an invisible form of segregation in schools in the general education
system. Schools at pre-university level or below have all established Course
Development Committees and Subject/Area Teaching Research Groups to facilitate
18 WHO, Disability and health Key facts, November 24th, 2021: https://reurl.cc/Q7Ad3o.
19 Paragraphs 250-254, 2021 Parallel Report on CRPD, Coordinated by Covenants Watch:
https://reurl.cc/Wk9vVD
20 The bullying and conflict cases regarding students with disabilities continue to arise. For
example, a bullying case of a student with intellectual disabilities happened in late January
2021 in Fengshan District, Kaohsiung City, which drew public attention in Taiwan. Another
example is the conflict between a student with emotional disorders and the class the student
belonged to in September 2020 in Taoyuan City. The student with the disorder was attacked
by their classmates’ parents at the classroom after the incident. It’s worth noting that not all
the bullying or conflict cases draw the public’s attention, and some cases even didn't receive
any concern or weren’t addressed appropriately.
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2022 Parallel Report on CRC
professional dialogue among subject teachers of seven areas (language, health and
physical education, social studies, arts and humanities, mathematics, natural and
living technology, and integrative activities), and to support course development in
schools. However, few teachers of special education, students with special
educational needs, and parents of those with special educational needs participate
in the dialogue, hindering professional opinions of special education in entering
the communication platforms mentioned above. The circumstances structurally
exacerbate the predicaments of students with disabilities under an inclusive
education system.
21. With regard to the vocational and professional training of students with
disabilities, the approaches specified in the laws and regulations still limit the
options available for their self-realization. According to the provisions of article
32.2 in the People with Disabilities Rights Protection Act,21 the law still encourages
colleges to open departments related to massage. Although the approach specified
in the article is more like an encouragement rather than a mandatory policy, it
indirectly conveys an image and understanding of the career of a specific group of
persons with disabilities to schools and society. Therefore, the approach limits the
right of persons with disabilities to career decision-making autonomy and is
against the principle of inclusive education.
22. Recommendations:
(1) The State should review and revise the People with Disabilities Rights Protection
Act, Special Education Act and relevant sub-laws to make the provisions
regarding education meet the principles of inclusive education, lifelong
learning, and on-the-job education stated in the CRPD and the CRC.
(2) The State should enforce the laws prohibiting discrimination, and all the acts of
passive dissuasion and exclusion must be prohibited. Meanwhile, the
government should ensure adequate special education resources available for
all schools to prevent students with disabilities from being forced to give up
their education options due to lack of adequate resources.
(3) The State should propose special education policies with a specific timeline and
effective approaches, and ensure that inclusive education is not just formally
integrated education so that students with disabilities can receive
comprehensive support. Also, to help students with disabilities adapt to the
general education system, such as get along with their peers and develop
interpersonal relationships, adequate and effective assistance should be
provided. In particular, bullying in schools should be prevented or addressed
appropriately.
(4) The State should revise or abolish the provisions in the People with Disabilities
21 Article 32, People with Disabilities Rights Protection Act: https://reurl.cc/0DlAWo
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Covenants Watch
Rights Protection Act that limit the right of persons with disabilities to choose
their own careers. Instead, the regulations should encourage colleges and
universities to help students with disabilities explore suitable career
possibilities based on their personalities and learning status.
The lack of disability awareness in the education system, including the teacher
training system, causes exclusion and segregation22
23. The teacher training system lacks adequate knowledge and skills to teach students
with disabilities. Take the program of the College of Teacher Education in National
Taiwan Normal University as an example, through training a teacher in general
education (“general education teacher”), the course related to special education is
an elective course, and it is merely an introductory course about special education.
23 A general education teacher only acquires limited knowledge and expertise
about teaching students with disabilities. At least three hours of a special education
training program every year is not sufficient to respond to the differentiation
among diverse learners with disabilities and the systematic knowledge and
methods of special education, which evolve day by day. The lack of awareness will
further affect the approaches to designing a practical teaching scene for inclusive
education, and to understand the needs of and proper arrangements for students
with disabilities. In Taiwan, the area of special education has not been emphasized
for a long time through the training of a teacher. It is difficult to systematically train
a special education teacher with adequate knowledge and skills.
24. Teachers’ on-the-job courses also lack a systematic plan, which makes it difficult for
a general education teacher to identify the uniqueness and differentiation among
students with different disabilities in their learning capacities, demands, forms of
learning, and acquisition of knowledge. This affects a teacher’s competence to
implement inclusive education in terms of classroom management, classroom
planning, course design and customization, and learning assessments.
25. A teacher-training process lacking the development of awareness of persons with
disabilities makes teachers lack a solid understanding of students with disabilities.
It’s hard for students with disabilities in an inclusive education system to obtain
adequate and proper education in regular schools. For example, the professional
subject teaching environment is full of learning obstacles, so special education
schools become more appealing to students with disabilities, which intensifies the
opposition and segregation between the mainstream education system and the
special education system.
22 Paragraphs 255-258, 2021 Parallel Report on CRPD, Coordinated by Covenants Watch:
https://reurl.cc/Wk9vVD
23 Pre-Service Education Courses and Course Credit List for Secondary School Teachers in All
Subjects (applicable for students from 2020), released by the College of Teacher Education in
National Taiwan Normal University, December 2020: https://reurl.cc/qmYE9g.
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2022 Parallel Report on CRC
26. Recommendations:
(1) Para. 172 of the 2017 Parallel Report released by Covenants Watch should be
reiterated. According to paras. 40-41 of the CRPD General Comment No. 4, the
State should not maintain separate education systems for mainstream and
special/segregated education. During the process of gradually implementing
inclusive education, the CRPD must be interpreted meticulously and
comprehensively. A timeline must be set out in accordance with the general
goals of CRPD to continuously, gradually, and fully realize the various rights of
all students under the education system, including those students with
disabilities.
(2) Para. 180 of the 2017 Parallel Report released by Covenants Watch should be
reiterated. According to para. 71 of the CRPD General Comment No. 4, the State
should incorporate awareness of persons with disabilities and related
knowledge and skills into the teacher training process (including general
education teachers, special education teachers, and assistant personnel) to equip
them with the knowledge of disabilities and the ability to implement inclusive
education. The change is expected to further transform the inclusive education
system. Therefore, students can learn and grow in an environment that their
daily lives interconnect and interact with their communities. The learning
environment can gradually help persons with disabilities to live independently
in their communities. Also, with the transformation of the inclusive education
system, there are more education options available for families with disabilities,
and in turn, there will be, gradually, fewer and fewer students attending special
education schools.
(3) The Ministry of Education should separate the special education affairs from
the Department of Student Affairs and Special Education. An independent
department should be established to communicate and formulate policies with
other departments. According to para. 38 of the CRPD General Comment No. 4,
the State should ensure that all the learning phases, including pre-school
education, schools at all levels, tertiary education, and lifelong education,
incorporate persons with disabilities into their policy development. During the
negotiation and decision-making processes, representatives of persons with
disabilities and children/teenagers with disabilities should be invited to
participate, so as to protect them from discrimination and secure their equal
opportunity. Also, the government should draft related guide manuals that
clearly state the parties accountable for the reasonable accommodation and
other related guidelines.
12 CW Contact E-mail: info@cwtaiwan.org.tw
Covenants Watch
The definition of students with disabilities excludes some groups of persons
with disabilities24
27. According to the definition of students with disabilities in the Special Education Act
and the relevant sub-laws, the definition does not correspond to the current
qualifications of obtaining a disability certificate in Taiwan. The definition and the
qualification have two sets of classifications and are not aligned with the ICF
classification. 25 In other words, it is possible that some individuals identified as
persons with disabilities under the ICF assessment, and various aspects of their
lives are continuously and comprehensively affected by their disabilities, can still
be excluded from the current special education system.
28. The Special Education Act overly emphasizes that all students with disabilities
should belong to a certain category without considering that one person can have
multiple disabilities and that the disabilities are affecting many aspects of their
lives. The assessment criteria in the Special Education Act are still limited to the
biomedical model of disability, ignoring the social factors that cause disabilities
apart from physiological damage. Although some persons with disabilities haven’t
met the current qualification of students with disabilities, they still need the
support of special education. The rigid definition in the law excludes some persons
with disabilities from the special education system in terms of living, interpersonal
relationships, and education. This exclusion affects those with unilateral hearing
loss, some students with learning disabilities, or those who fail to meet the
qualification because their disability types don’t fit the definitions specified in the
law.
29. The assessment standard of students with disabilities doesn't correspond to a
realistic learning scenario. The assessments are mainly based on document reviews
rather than considering the applicants in a realistic learning scenario. It’s also
impossible to demonstrate the learning barriers these applicants face in their daily
lives since these barriers cannot be presented in the form of a written document. As
a result, such assessments fail to prioritize the rights and interests of students with
disabilities. For those who want to appeal against an assessment result, they have
only a couple of minutes to express their opinions.
24 Paragraphs 259-262, 2021 Parallel Report on CRPD, Coordinated by Covenants Watch:
https://reurl.cc/Wk9vVD
25 Disabilities meant in the Act are referred to as physiological or psychological disorders,
assessed and diagnosed by professionals to be in need of special education and related
services, and categorized as follows: A. Intellectual Disabilities; B. Visual Impairments; C.
Hearing Impairments; D. Communication Disorders; E. Physical Impairments; F. Cerebral
Palsy; G. Health Impairments; H. Severe Emotional Disorders; I. Learning Disabilities; J.
Severe/Multiple Impairments; K. Autism; L. Developmental Delays; M. Other Disabilities.
(Article 3 of The Special Education Act: https://reurl.cc/O07Ney).
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2022 Parallel Report on CRC
30. Recommendations:
(1) Apart from the statistics of special education, the government should provide
yearly statistics related to students with disabilities in each education phase to
ensure that they truly receive the support and resources needed for learning.
(2) The State should comprehensively and structurally review and revise the Special
Education Act and the relevant sub-laws, addressing all the needs in all the
learning phases for persons with disabilities and individuals who haven’t been
identified as persons with disabilities while still needing the support. No
individual should be excluded due to the forms of disabilities, the extent of
severity, or the types or quantity of demands. All classifications and assessment
standards should be reviewed instantly to establish a reasonable set of
classifications and assessment standards that protect students’ rights and
interests. Meanwhile, the government should ensure the types and amounts of
support that students with disabilities obtain will not be limited due to their
classifications.
(3) As the previous point stated, the Special Education Act should specify the
regulations of reasonable accommodation to secure equal education without
any discrimination against students with disabilities.
(4) The support for students with disabilities should not only include the support
based on the classification of their disabilities, but also encompass various
aspects. It is worth noting that “all-encompassing” means whether students
with disabilities can easily and effectively access the support and resources, not
just on the legal or procedural basis.
(5) An assessment of students with disabilities should not merely focus on
physiological damage examinations, but be based on a more comprehensive
observation, including putting more emphasis on social barriers. An assessment
process should include more perspectives such as real campus life and the
barriers students will encounter instead of only interpreting medical statistics in
documents. Also, practical opinions of realistic learning scenarios should be
able to join the assessment process and be truly considered in the process. The
determination of the assessment should exclude all the negative factors that
should not be burdened by persons with disabilities, such as the general lack of
special education resources or the assessment committee’s stereotypes of certain
disabilities.
The education system still cannot provide adequate support to students with
disabilities26
31. The special education budget and resources that schools can obtain are still far
26 Paragraphs 263-267, 2021 Parallel Report on CRPD, Coordinated by Covenants Watch:
https://reurl.cc/Wk9vVD
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Covenants Watch
from sufficient, which results in inadequacy in the accessible environment, and
failure to provide support and reasonable accommodation for each student with
disabilities. The working hours of the assistant personnel can only be partially
disbursed, so students with disabilities who need assistant personnel can only
receive assistance for a limited time. There’s a ceiling on consumables expenses,
such as assistive devices, so schools cannot provide various assistive devices for
different disabilities.
32. For students with disabilities below pre-university level, despite the help of
assistant personnel of teachers and special education students at school, students
with disabilities still often cannot receive appropriate aid in their daily lives or
after-school learning. Partly because of the unsatisfactory work environment and
the insufficient compensation of assistant personnel, the services provided by the
assistant personnel cannot meet the needs of students with disabilities. The main
reason for this can be attributed to the State’s failure to formulate policies that take
all the everyday life needs of students with disabilities in terms of learning into
consideration.
33. Students with disabilities who join a homeschooling experimental education
program do not acquire sufficient support and resources. According to the
provisions of Article 26 in the Enforcement Act for Non-school-based Experimental
Education at Senior High School Level or Below, the municipal, county, or city
competent authority and the nominal school shall provide necessary resources and
assistance to special education students who participate in an experimental
education program. 27 In one instance, a family couldn’t afford a private teacher
and wanted to apply for tuition subsidies, but the local government dismissed their
application. The local government claimed that “the above-mentioned article does
not apply to the fees to pay for professional instructors in various fields”. As a
result, special education students still cannot enjoy equal learning resources as
general education students.
34. Recommendations:
(1) To enable students with disabilities to enjoy the right to education without
obstruction from the lack of assistive devices, personnel, or the presence of
unfitting environments, home visits and meetings shall be conducted by schools
before students with disabilities are enrolled. Accessibility of the environment
shall be inspected in accordance with the needs of the student, application shall
be expeditiously filed to the Department of Education should individualized
needs be raised, programs and funds shall also be formed to address the needs
of environments and assistive devices.
(2) The State should provide students with disabilities with the support they need
27 Article 26 of the Enforcement Act for Non-school-based Experimental Education at Senior
High School Level or Below: https://reurl.cc/e94o1W.
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2022 Parallel Report on CRC
to receive adequate education, including improving special education teachers’
teaching hours and work environment, scheduling adequate working hours of
assistant personnel to help meet learning-related needs of students with
different disabilities, and offering various assistive devices or other special
education resources.
(3) The State should establish a system of professional specialization with different
service items. A talent database to reassess the allocation of assistant personnel
is also needed.
(4) The State shall adopt point 63(d) of the Concluding Observations of the 2017
initial report on the CRPD, and provide universal design and reasonable
accommodations to ensure children and youth with disabilities can enjoy
education in general education institutions. This includes timely provisions of
instructional materials, supplementary materials, and reference books in a
variety of accessible formats, as well as the collection, publication, and
consistent updating of syllabuses and instructional tool designs.
(5) The State should review and offer more explanation about the education laws
and regulations regarding students with disabilities or students with special
educational needs, so as to ensure these laws can provide them with adequate
and appropriate resources and support.
Individualized education programs do not focus on students with disabilities
and do not adequately protect their privacy28
35. Although Article 9 of the Enforcement Rules of the Special Education Act had been
amended in July 2020 to promulgate the participation of students in the
development and discussion process of the Individualized Education Programs
(IEPs), in practice, the decisions are made mostly by teachers and parents, which
means persons with disabilities themselves cannot participate in the discussion and
decision-making process. Even if persons with disabilities join the IEP discussion
and express their opinions, their opinions are often not adopted by the IEP. In fact,
the IEP fails to focus on students with disabilities entirely. Some schools just
complete the IEP by copying the template or the content of others instead of truly
having a conversation with each student to develop the most appropriate IEP,
which affects students’ rights.
36. The content in the IEP and students’ privacy are not protected, including all the
education data of students with disabilities from the beginning of their education.
Schools can obtain the past records of students with disabilities, which means
students with disabilities enter a new phase of education with their previous
records and cannot enjoy equal opportunities like general education students do.
28Paragraphs 268-270, 2021 Parallel Report on CRPD, Coordinated by Covenants Watch:
https://reurl.cc/Wk9vVD
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Covenants Watch
37. Recommendations:
(1) The State should adopt and enforce COR 63 (c) of the 2017 COR to not only
enable students with disabilities to participate in their own IEP planning, but
also to receive their informed consent at the end of the IEP planning.
(2) The provisions related to IEP in the Special Education Act should be revised to
protect and respect the privacy of students with disabilities. All the personal
information of students with disabilities along the way of education should be
protected and can only be provided to schools when students with disabilities
consider it necessary and agree to provide such information.
Lack of equal accessibility to cultural, educational, and recreational areas for
children with disabilities29
38. The State does not review recreational areas open to the public, such as national
parks, forest recreation areas, farms and gardens. Some of the aforementioned
areas only provide limited walking space, have trouble operating shuttle buses
within the parks, and lack accessible accommodation. Riverside parks under the
Department of Water Resources often put roadblocks on the areas for cycling or
walking, and some parks and recreational areas with several entrances and exits
often put roadblocks, which renders persons with disabilities unable to freely
access these areas.
39. The State emphasized the notion of “special features” in its paragraphs regarding
accessible recreational areas, while neglecting the play needs of children with
disabilities in design, and omitting consultation with children with disabilities. In
reality, existing accessible recreational areas often cannot ensure the right to play of
children with disabilities, as those were often equipped with only one or two
equipments or facilities which are accessible by children with disabilities, while
outfitted with only one accessible exit/entrance.
40. Recommendations:
(1) Comprehensive and full accessibility shall be prioritized for campuses,
community playgrounds, libraries, and cultural and educational venues under
the management of the Ministry of Education.
(2) The State shall actively review and improve dimensions of transportation,
physical space, facilities and equipment, and service related to recreational
areas, as well as the different purposes of use and spatial characteristics of
different venues, to ensure that children with disabilities are not obstructed
from participating in recreational, leisure and sports activities on an equal basis.
(3) Taiwan currently lacks a market for play design and development for children
with disabilities. Imported inclusive play equipment is expensive and scarce,
29Paragraphs 367-369, 2021 Parallel Report on CRPD, Coordinated by Covenants Watch:
https://reurl.cc/Wk9vVD
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2022 Parallel Report on CRC
hence it is recommended for the State to draft relevant methods to encourage
businesses to develop inclusive play equipment, and to invite children with
disabilities to participate in the research and development process.
The inclusiveness in the sporting provisions is not sufficient to support
persons with disabilities to participate at their will30
41. Although the current National Sports Act covers school sports and Sport for All, if
we delve deeper into its Enforcement Rules, it's not hard to find out that the State
places emphasis mostly on competitions and international games. The budgets for
Sport for All and school sports are clearly insufficient.
42. Even though the State provides persons with disabilities with some sporting
activities, most of which are only carried out by local governments through
offering courses in specific areas designed for persons with disabilities and
subsidies. Inclusive sporting facilities and courses are still lacking; even up till
today, wheelchairs' moving on running tracks is prohibited.
43. Recommendations: the National Sports Act' shall be amended, in which exercising
areas, facilities and equipment, training programs and course designs should take
into account the diversity of persons with disabilities. Aside from providing
necessary exercising areas, coaches with the sense of the rights of the persons with
disabilities shall be hired. Specifically reserved areas, voice prompts, and assistive
devices (e.g. back support) and other reasonable accommodation shall be provided
if necessary, allowing persons with disabilities to be involved in individual
exercising or group exercising. The design of exercising areas shall take into
account the needs of persons with disabilities and their assistive devices, no
discrimination or refusal is allowed.
No regulations on the accessibility of participation in cultural life, impacting
the access rights of persons with disabilities31
44. there is no legal standing to forcibly ask TV programs to include audio descriptions
and closed captions. Practically speaking, there are no such designs in broadcasting
TV programs. In addition, the Copyright Act and the People with Disabilities Rights
Protection Act do not advocate the spirits of the Marrakesh Treaty to Facilitate Access
to Published Works for Persons Who Are Blind, Visually Impaired or Otherwise Print
Disabled from the World Intellectual Property Organization (WIPO), so not all
private publications come with easy-to-read formats for persons with visual
impairment.
30 Paragraphs 360-362, 2021 Parallel Report on CRPD, Coordinated by Covenants Watch:
https://reurl.cc/Wk9vVD
31 Paragraphs 363-366, 2021 Parallel Report on CRPD, Coordinated by Covenants Watch:
https://reurl.cc/Wk9vVD
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Covenants Watch
45. National Taiwan Library is the competent library to provide services to persons
with visual impairment. Given that the library has done much to promote
accessibility in reading, most of the publications in the library are only sponsored
by the State and obtained through "donations," which goes against Social and
Human Rights spirits in CRPD. Privately published books are mainly "donated"
from civil society, and the State does not proactively ask publishers to publish an
accessible format as well, neglecting the accessibility rights of persons with
disabilities.
46. Recommendations:
(1) The State shall specify that certain proportions of the productions of TV
programs include audio descriptions and closed captions for those in need to
choose from, and the percentage shall rise gradually year by year.
(2) The State shall establish “sunrise provisions” on publications, specifying that all
publications during a certain period of time shall provide accessible formats for
persons with visual impairment to read. All e-publishing platforms shall
provide accessible formats for all (persons with/without visual impairment).
The State shall align with the Marrakesh Treaty under WIPO to specify that all
domestic publications shall come with accessible formats at the same time.
Sexual abuse and maltreatment in special education schools and institutions32
47. No independent mechanisms of the State, such as the National Human Rights
Commission, the Control Yuan, or other independent mechanisms, have yet to
systematically review and address instances of sexual abuse and maltreatment in
special education schools and institutions. For instance, the subsequent
improvements regarding the sexual abuse occurrences in special education schools
and institutions which were publicized by the Humanistic Education Foundation
and mentioned in paras. 45-49 of the 2017 parallel report coordinated by Covenants
Watch,33 were obscured, which was induced by the lack of an effective follow-up
monitoring mechanism; the specific ameliorations made to address the said cases,
became unidentifiable after the Control Yuan conducted an investigation, released
corrective measures against the Affiliated School for Students with Hearing
Impairments of National University of Tainan (formerly the Tainan School for the
Hearing Impaired), the Ministry of Education, the Ministry of the Interior, and the
Tainan City Government, and impeached 16 persons who it deemed culpable of
dereliction of duty or illicit behavior. 34 Despite the fact that the State conducted
32 Paragraphs 56-64, 2021 Parallel Report on CRPD, Coordinated by Covenants Watch:
https://reurl.cc/Wk9vVD
33 Parallel Report on the Implementation of the Convention on the Rights of Persons with
Disabilities, Coordinated by Covenants Watch, June 2017, https://reurl.cc/ZQN8OA
34 Press release of the Control Yuan, “The Control Yuan Publishes Corrective Measures Against
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2022 Parallel Report on CRC
investigations regarding individual cases, the function of said inquisition was
limited to administrative supervision, and was unable to further examine and
address the internal institutional and structural problems of special education
institutions.
48. Structural factors contributing to the sequestration of incidents of sexual abuse and
maltreatment in special education schools or institutions: According the empirical
experience of the Humanistic Education Foundation, special education schools and
institutions frequently utilize systematic pressuring to avert informed faculties
from reporting what they have seen, even ousted teachers or staff who legally
participated in the investigation or the complaint relief mechanism though
coercion. Take the Tainan School for the Hearing-Impaired Sexual Abuse Case for
instance, the teacher who participated in the investigation later faced retaliation in
the form of being secluded by the faculty, and receiving the only “B grade”
performance appraisal in the entire school, leading to their premature (of 10 years)
retirement. Moreover, should gender equity complaint mechanisms be introduced
to special education schools and institutions, the effectiveness of it would also be
nevertheless limited due to obstacles in communication (gender equity committee
members being unfamiliar with sign languages) which leads to difficulties in
gaining the trust of the students, or the adversities in obtaining suitable
information due to committee members’ incapability to properly perceive the
communicative methods of students with disabilities. 35 Finally, special education
schools or institutions are also prone to leniently handling or even concealing cases
of sexual abuse and maltreatment, in fear of cases affecting fundraising abilities
and funding sources.
49. Inadequate implementation of sex education, gender education, and sexual abuse
prevention measures in special education schools and institutions, the inability of
establishing appropriate sex/gender awareness and approaching methods has
rendered students unable to properly express their encounters with gender equity
incidents, and the faculty unable to provide effective assistance to those who
encountered such events. Despite the fact that the Ministry of Education has
provided category-sensitive gender equity materials for students with disabilities
after the incidents regarding the Tainan School for the Hearing Impaired, it has not
Four Entities Including the Tainan School for the Hearing Impaired, Regarding the Tainan
School for the Hearing-Impaired Sexual Abuse Case”, August 2012 https://reurl.cc/e9klWM.
35 In Schools for the Hearing Impaired, the use of sign language to communicate is the key to
gaining the trust of the deaf students or students with hearing disabilities; in special
education institutions, conceptualization of the modes and characteristics of the students with
disabilities in understanding and perceiving information is the necessary antecedent of
engaging in an understandable conversation.
20 CW Contact E-mail: info@cwtaiwan.org.tw
Covenants Watch
been updated since 2017, 36 and has not issued reports regarding the effectiveness
of said materials. Furthermore, in para. 33 of the State’s response to 2017 CRPD
COR it was mentioned that a “Project for Gender Empowerment and Gender-
Equity Incident Prevention in Special Education Schools and Institutions'' was in
effect since 2018 with the intent to improve students’ gender awareness,37 the
implementation was hindered by practical adversities.
50. The counseling and consulting groups of the Ministry of Education are incapable of
adequately correcting the internal predicaments of special education schools and
institutions, due to inconsistent exit mechanisms. The Taipei City Government and
the Ministry of Education had established counseling and consulting groups in
response to occurrences of sexual abuse incidents in the Taipei School for the
Hearing Impaired and the Tainan School for the Hearing Impaired, to go to the site,
apprehend the situation, and propose time-limited commendations of
improvement. In terms of result, with continued stationing and intervening across
a timeframe of 3 years, the counseling and consulting had effectively terminated
ineligible faculty members of the Taipei School for the Hearing Impaired, and
improved gender equity circumstances of the campus; contrastingly, with its
members merely engaged in periodic visits, it being deprived of independent and
authentic authorization, its eventual merger with the university and the resulting
transformation into the “Campus Gender-Equity Professional Advisory Group”
after the school recognized into the Affiliated School for Students with Hearing
Impairments of National University of Tainan, and its dissolvement into inactivity
without issuing a closure report, the result and outcome of the improvements
yielded by the counseling and consulting group of the Tainan School for the
Hearing Impaired remained unknown.
51. Under the special education system, parents cannot unscrupulously express their
opinions which will not be attended to anyway. Concerned about the straight
promotion system of special education schools and institutions, and the high
association between academic performance and career options, parents are less
inclined to report incidents of sexual abuse, sexual harassment, or maltreatment in
fear of it affecting the career development of their children. Furthermore, the
inadequacy of inclusive education in general schools and institutions has limited
the educational options of students with disabilities, leading to parents believing
that special education schools and institutions are somehow advantageous for
students with disabilities, which in turn emboldened special education schools and
36 Ministry of Education, Gender Equality Education Global Information Network Special
Education Teaching Resources: https://reurl.cc/zbKX17
37Ministry of Health and Welfare: In Response to the Concluding Observations and
Recommendations of the Initial State Report on the Convention on the Rights of Persons with
Disabilities: https://reurl.cc/jkQWXq
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2022 Parallel Report on CRC
institutions and enabled them to be inadvertent to the opinions of the parents.
52. Recurrent incidents of improper discipline in special education schools and
institutions: The Humanistic Education Foundation had received multiple cases of
improper discipline from special education schools and institutions across the
nation, such as the National Chiayi Special School, the National Tainan Special
School, the Kaohsiung Municipal Special School, and the Taichung Special School
for the Student with Hearing Impairments:
(1) Take the case of National Chiayi Special School for instance, using “teaching
and discipline” as an alibi, the teachers had engaged in maltreatments, such as
physical violence, verbal and behavioral intimidation against students;
including force feeding “facing heaven peppers'', prolonged running on
treadmills as punishment, threatening to chop students’ hands off with a
butcher’s knife, forcing students to wear diapers on their heads while attending
classes, and forcing students to destroy their beloved Pikachu plush toys, to
name a few. These abuses had caused devastating physical and psychological
harm and abuse of students. The Control Yuan had conducted investigations
and issued corrective measures against the National Chiayi Special School in
2019, 38 and the school had responded with dismissing, demeriting, and issuing
admonitions against faculty members who were involved in the abuses;
however, the charge on coercion was deemed not guilty by the trial court on the
grounds of insufficient evidence at the end of 2020, after a prosecutor had
prosecuted two teachers who were accused of dereliction of duty. 39
(2) In National Tainan Special School, teachers in the preschool section, the junior
high section, and the senior high section were all involved in abusive behaviors
against the students: a teacher in the preschool had twice wounded a four-year-
old, with swollen sores and bruise around their eyes; a teacher in the junior
high school was engaged in physical brawl against schoolboys; and a teacher in
the senior high school had marred a schoolgirl with bruises all over her thighs
and hips, shortly after they broke her arm. The victim in the junior high school
had lost both criminal and civil litigations after filing, which ironically fits his
teachers’ mockery: “You’re dumb, no one will believe what you say."
(3) Such cases had indicated that the State had failed to recognize the power
imbalance between students and teachers, and neglected the intersecting
38 Press release, the Control Yuan: Incident of Abusive Behavior Against Students Had Occurred
in the National Chiayi Special School, Causing Severe Trauma on the Students. Control Yuan
Member Wang Yu-Ling and Kao Yung-Cheng Proposed Corrective Measures, and Requested
the Ministry of Education to Carefully Examine the Eligibility of Incompetent Administrators
and Teachers who Violated the Intent of Special Education. February 2019
https://reurl.cc/6yXv2d.
39 Judgment: Chiayi District Court [(109) Yi Zhi No.572] Criminal Judgment, December 30, 2020:
https://reurl.cc/a58Ol3.
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Covenants Watch
vulnerabilities experienced by children with disabilities, which subsequently
exposed them to the risk of torture or cruel, inhuman or degrading treatment or
punishment, and abided the harm against their physical health, mental
integrity, and their human dignity.
53. Regarding the sexual abuse and maltreatment cases in the judicial system and the
plight it faces refer to para. 68-69 of this report.
54. As mentioned in the above paragraphs, despite the fact that some of the derelict
teachers were convicted and terminated, most ineligible teachers remained in
special education schools and institutions as the result of inconsistent exit
mechanisms. The schools were also prone to be dismissive to factual elements of
the case, and handled the complaints with procrastination, avoidance and
passivity; such lethargy had rendered students fearful of the school and lowered
their willingness to attend, in turn affecting their right to education.
55. Recommendations:
(1) The National Human Rights Commission (NHRC) shall initiate a national
inquiry to comprehensively and systematically comprehend the status of sexual
abuses and maltreatment in special education schools and institutions, conduct
analysis on the basis of relevant human rights laws, and propose
recommendations to oblige the State for comprehensive, systemic, and
structural improvements.
(2) The State shall formulate and execute relevant regulations and policies in
accordance with the COR paras. 53 and 57 of the first CRC international review:
per the guidelines and instructions of General Comment No.13 of the CRC,40
sustain the strengthening of preventive measures of violence against children,
draft and implement a long-term comprehensive national action plan in order
to prevent and protect children from all forms of violence in all environments
(including families); in accordance with the General Comment No.8 of the CRC,
enable public entities, enforcement agencies, students, and parents to be aware
of the negative effects of corporal punishment and dehumanizing treatments
and their alternatives, and the importance of eliminating corporal punishment
and reporting such cases; via legislation and amendments, policy
implementation, information disclosure, and education and training. It must be
particularly emphasized that in the process of discussing, formulating and
implementing relevant laws and policies, it is necessary to ensure the
participation of persons with disabilities, and children with disabilities.
(3) The Ministry of Education shall jointly work with relevant authorities such as
40 Concluding Observations and Recommendations Adopted by the International Review
Committee on the Initial Report of Taiwan on the Implementation of the Convention on the
Rights of the Child, Jan. 29th, 2018. Social and Family Affairs Administration, Ministry of
Health and Welfare: https://reurl.cc/W3aajO.
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2022 Parallel Report on CRC
the Social and Family Affairs Administration of the Ministry of Health and
Welfare, and Gender Equality Committee of the Executive Yuan, to develop and
regularly update the monitoring mechanism for the planning and teaching
circumstances of sex education and gender education; and to ensure the rights
of students with disabilities of preschool education, schools at all levels, higher
education and lifelong education, to access complaint mechanism for incidents
that concerns gender-equity, maltreatment, and improper discipline. Should the
State learn that a school or institution is incapable of undertaking such
obligations, it should be considered to enable external professional entities to
assume control, equipped with explicit standards and mechanism for the
exiting.
(4) The State shall re-examine the allocation of special education resources and
funds and the targets of funding, and redistribute resources and funds
accordingly. Special education resources should be allocated according to the
demands of students with special education needs, the direct allocation of
relevant resources to the individual in need. The control of resources of special
education schools and institutions shall also be reduced to ensure equal
opportunities and non-discrimination for students with disabilities.
(5) The State shall establish an exit mechanism for faculties members who are
deemed culpable of dereliction of duty or illicit behaviors; the state shall
undertake its obligation to serve, care and educate all students (including
students with disabilities) through clearly stipulated sanctions and aggravated
amercements, dismissal, or permanent interdiction.
Children with Disabilities in Juvenile Correctional Institutions
56. The juvenile justice system lacks a practical approach of assessment. In addition to
the lack of training for juvenile investigation and juvenile probation officers in
identifying disabilities, a substantial proportion of children were suspected of
presenting symptoms of attention deficit hyperactivity disorder (ADHD), leading
to the tendency of recommending parents to seek medical attention on ADHD,
rather than recommending judges to grant assessments per mechanism, affecting
the right of children with disabilities to be treated appropriately.
57. The State has not released statistics on inmates with disabilities in juvenile
correctional schools and juvenile probation institutions: Although the State
provided statistics on persons under the age of 18 in correctional institutions from
2018 to the end of July 2021 in its response to the List of Issues of International
Review Committee on 2021 ICCPR and ICESCR State Report, statistics on persons
with disabilities in individual institutions are yet to be released. According to the
Treatment Plan for Inmates with Disabilities in Correctional Institutions
promulgated by Agency of Corrections in April 2021, Ministry of Justice, the status
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Covenants Watch
of disability or suspected disability will be checked at the physical evaluation for
new inmates. In addition, the Control Yuan investigative report number 0031 in
2021 had also contained “numbers of students with disabilities in juvenile
reformatory schools until 2020” 41, with data provided by the Agency of
Corrections, this indicates that the State is indeed capable of conducting such a
survey.
58. Inability of providing appropriate educational support to juvenile inmates with
disabilities: According to the Special Education Act and its relevant sub-provisions, 42
individual treatment plans shall be drafted for students with disabilities; juvenile
correctional facilities, however, lack relevant resources for special education and
counseling. Should juvenile inmates with disabilities suffer from emotional
adversities or show signs of committing self-harm or suicide, solitary confinement
or restraints will be used instead of counselling. The Agency of Corrections does
not usually request professional aid and resources from the Ministry of Health and
Welfare and Ministry of Education.
59. Recommendations:
(1) The State shall allocate relevant budgets for assessment of disabilities in juvenile
judicial processes, and provide disability awareness training for juvenile
judicial personnel to raise their ability to identify disabilities, and to
expeditiously administer treatment and support where appropriate.
(2) The State should provide data disaggregated by gender and types of disability
among juvenile inmates with disabilities in custody of juvenile reformatory
schools and juvenile detention facilities.
(3) Juvenile correctional institutions shall uniformly conduct health inspections and
inquire needs of special education, and further examine whether particular
needs of studying (for instance, IEPs) were raised. The will and autonomy of
students with disabilities shall be respected in the inspection process, with their
right to participate in the decision making process ensured.
(4) The Agency of Corrections shall cooperate with the Ministry of Health and
Welfare and the Ministry of Education, to provide appropriate treatment and
assistance for children with disabilities in juvenile correctional institutions.
41 According to the Control Yuan investigative report number 0031 in 2021, percentage of
students with disabilities in reformatory schools are as follows: Ming Yang High School
7.96%, Chengjheng High School 10.21%, Dun Pin High School 8%, Li Zhi High School 10%:
https://reurl.cc/EZ3xD1
42 Article 28 of the Special Education Act: https://reurl.cc/O07Ney ; Article 9 of the
Enforcement Rules of the Special Education Act: https://reurl.cc/2DqE9X
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2022 Parallel Report on CRC
COR Points 86
In Response to Para. 280 of the State Report
Inadequate opportunities for sign language learning for infants and preschool
toddlers43
60. As mentioned in paras. 65-67 of 2021 Parallel Report on CRPD, Coordinated by
Covenants Watch, by virtue of the insufficient sign language policy of the State,
parents are unable to access information regarding sign language learning,
rendering infants with hearing disabilities unable to obtain sign language
education at the infant-toddler stage; parents who are not familiar with sign
language have no means to learn sign language to communicate with their
children, which affects the subsequent use of sign language, and the ability and
learning development of the children.
61. The lack of awareness of the importance of sign language to deaf people and the
early treatment system has led to the widespread suggestion for children to use
electronic ears in clinical practices, rather than the conveying of information
regarding sign language learning.
62. Recommendations:
(1) The central and local governments shall jointly formulate and implement sign
language policies, to enable all families in need in a range of learning stages to
be able to access sign language education.
(2) The State shall expeditiously include sign language into the early treatment
system, recognize the advantages of “sign language as a visual language” for
the development and learning of children, and ensure that sufficient
information on sign language learning is provided at the sites of clinical
practice.
The status of sign language remains unequal compared to other national
languages44
63. As mentioned in paras. 280-282 of 2021 Parallel Report on CRPD, Coordinated by
Covenants Watch, the Development of National Languages Act was enacted and
promulgated in 2019, where Taiwan Sign Language was recognized as a national
language. However, in practice, Taiwan Sign Language doesn’t obtain a status of a
mother tongue as Taiwanese, Hakka, and indigenous languages. There is no
elective of Taiwan Sign Language available in the mother tongue curriculum at
school nor a sign language TV channel. The situation not only reduces the
43 Paragraphs 65-67, 2021 Parallel Report on CRPD, Coordinated by Covenants Watch:
https://reurl.cc/Wk9vVD
44 Paragraphs 280-282, 2021 Parallel Report on CRPD, Coordinated by Covenants Watch:
https://reurl.cc/Wk9vVD
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Covenants Watch
opportunities for people to learn sign language and its culture, but it also affects
the rights of people with hearing impairments to acquire information.
64. The education system lacks sign language curriculums, teachers, and other
adequate support, which makes it difficult for deaf children to obtain real inclusive
education.
65. Recommendations:
(1) The State should establish a designated department, which is similar to the
Hakka Affairs Council or the Council of Indigenous Peoples, to manage
research, education, and promoting tasks focused on preserving, passing on,
and developing sign language culture.
(2) The State should incorporate sign language education into the current
education system and arrange sign language interpreters based on students’
demands so that the goal of inclusive education can be fulfilled. This allows
persons with hearing impairments to freely choose the places to learn and
obtain the same quality learning experience as students without hearing
disabilities.
(3) The equality measures for persons with hearing impairments to enter a teaching
scenario: the government should provide the statistics of the teachers for
students with disabilities who use sign language to teach in each education
phase. The State should also provide sufficient dedication, resources, and
support for their jobs and training to eliminate the barriers in the education
system and establish a role model.
Issues not mentioned by the Concluding Observations and
Recommendations
Opinion of children with disabilities neglected during medical procedures
66. In practice, children with disabilities often find themselves unable to express their
physical or psychological conditions during medical consultations. For children
with mental/intellectual disabilities or apparent signs of disabilities, physicians
habitually neglect the person of concern and communicate with the guardians,
without respecting and consulting the child with disabilities.
67. Recommendation: In addition to professional knowledge, CRPD and awareness
training shall be included in regular training of medical practitioners, to respect the
will of the patient and to honor medical autonomy.
Access to justice for children with disabilities45
68. As mentioned in para. 139 of 2021 Parallel Report on CRPD, Coordinated by
45 Paragraphs 139 and 143, 2021 Parallel Report on CRPD, Coordinated by Covenants Watch:
https://reurl.cc/Wk9vVD
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2022 Parallel Report on CRC
Covenants Watch, judicial practices lack accommodations for children with
disabilities:
(1) In practice, police officers, prosecutors, and judges will ask questions relating to
the precise details of an incident, such as the time, place, and other details (such
as how many times and where one was hit). However, persons with mental
disabilities, or children with disabilities, often find it difficult to provide
answers in a form that complies with the regular court procedures and
requirements. Although they might be able to provide answers via alternative
methods, such as body language or drawings, such methods of expression are
not routinely accepted.
(2) Children with disabilities might find it difficult to provide clear answers, or
might need more time to respond. However, in practice, they are often treated
with impatience or rudeness, making it even more difficult for them to properly
express themselves.
69. Recommendations:
(1) The State should study the UN’s International Principles and Guidelines on Access
to Justice for Persons with Disabilities, 46 consider current routines and practices in
Taiwan, and amend relevant laws and regulations, to protect the rights of
persons with disabilities’ access to justice, as well as fair treatment before the
law. These amendments should include, but not limited to, procedural
accommodations, accessibility, and legal aid.
(2) Personnel related to judicial processes, such as judges, prosecutors, lawyers,
police officers and court staff, etc. should be given training, including in
understanding the rights of persons with disabilities, and responsibilities in
making procedural and reasonable accommodations.
(3) The State should provide appropriate procedural accommodations for children
with disabilities, especially allowing such witnesses to utilize alternative
appropriate methods to express themselves, and not use their disabilities as a
reason to treat them as less credible.
Art. 40 Juvenile Justice
COR Points 95-97
In Response to Paras. 338-367 of the State Report
Children under the minimum age of criminal responsibility are still subject to
the Juvenile Justice Act and are deprived of their personal liberty
70. The current Juvenile Justice Act divides law-breaking cases into protective and
46 International Principles and Guidelines on Access to Justice for Persons with Disabilities:
https://reurl.cc/VjV496
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Covenants Watch
criminal incidents. Although the Act excludes children under the age of 14 from
juvenile criminal cases,47 the Act is yet applicable to children over the age of 12 and
under the age of 14,48 which is in contravention with the General Comment No.24
of the CRC which promulgates that the juvenile justice system shall only apply to
children over the minimum age of criminal responsibility at the time of the
commission of a crime, and point No. 96 of the Concluding Observations and
Recommendations of 2017 International Review Committee on the Implementation
of the CRC which recommended that the State “deal with children below the age of
14 who have been alleged as, accused of or recognized as having infringed the
criminal law, under the Protection of Children and Youth Welfare and Rights Act and
not under the Juvenile Delinquency Act, and undertake the necessary legislative and
other measures to that effect”.
71. The Juvenile Justice Act provides legal basis for deprivation of liberty of children in
the situations including: pre-trial detention - placement in a juvenile institution,
detention; post-judgment enforcement - placement in a correctional facility,
imprisonment.49 The Act, however, did not stipulate a minimum age limit for
deprivation of liberty of children. Further, according to the Appendix 9-28 of the
Second State Report on the Implementation of CRC, children under the age of 14
were presently admitted to juvenile correctional institutions.
72. No statutory limitation was set for determining the execution of pretrial detention
and its maximum timespan of confinement: In present, rather than designated by
the Juvenile Justice Act, the determining standard for pretrial detention was left to
the discretion of the judge. Furthermore, Article 26-2 of the Act provides that "The
duration a juvenile detention center detains a juvenile may not exceed two (2)
months during the phase of investigation or trial. Where the juvenile court finds it
necessary to continue the detention, it may extend the period of detention by ruling
before the said period lapses. The extension of detention may not exceed one (1)
month and may only be made once", that is, the longest period of confinement is
47 Article 27, “The juvenile court shall transfer a juvenile to a prosecutor in the prosecutors’
office of a competent court by ruling upon finding that the said juvenile violated criminal law
and has one of the following situations in accordance with the results of the investigation: 1.
Where the juvenile commits an offense for a minimum punishment of five (5) years of
imprisonment; 2. Where the juvenile reaches the age of twenty (20) after the matter is pending
before the court. Besides the circumstances specified in the foregoing paragraph, the juvenile
court may transfer a juvenile to a prosecutor in the prosecutors’ office of a competent court by
ruling if the court, based on results of investigation, finds the offense serious and a criminal
disposition appropriate, taking into account circumstances such as the juvenile’s character,
personality and experience. The two foregoing paragraphs shall not apply where the juvenile
in question is less than fourteen (14) years old at the time of committing the offense.”
48 Article 2, the Juvenile Justice Act is applicable to “a juvenile referred to in this Act is a person
who has reached the age of twelve (12) years but under the age of eighteen (18) years.”
49 Placement in juvenile institutions and placement in correctional facilities are for cases of
juvenile protection; detention and imprisonment for juvenile criminal offenses.
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2022 Parallel Report on CRC
six months. The calculation of the period may be reset should the case be
remanded. The six months limitation mentioned above is limited to a single case,
should a juvenile be involved with multiple cases simultaneously, such as involved
in multiple fraud cases as a money mule, they may be detained for more than six
months. Appendix 9-28 of the State Report, however, only disclosed the average
length of detention, without providing information on the maximum period of
detainment in practice.
73. Recommendations:
(1) The scope of application of the Juvenile Justice Act shall be rectified to juveniles
aged 14 to 18 at the time of the offense; while law-breaking children under the
age of 14 be treated in accordance with the Protection of Children and Youths
Welfare and Rights Act.
(2) Not only did the General Comment No.24 of the CRC encourages the State to
designate a minimum age for depriving juvenile of their liberty, the United
Nations Rules for the Protection of Juveniles Deprived of their Liberty (the Havana
Rules) further directed that States “ought to” designate such age restrictions.
Therefore, it is recommended for the State to establish in the Juvenile Justice Act
that the liberty of children under the age of 16 shall not be deprived under any
circumstances and in any form, including pretrial detention and post-verdict
enforcement. 50
(3) The determining criteria for pretrial detention shall be specified in the the
Juvenile Justice Act, the maximum period of pretrial detention shall also be
determined, with the consideration of cases of remands and involvement in
multiple cases.
Parole
74. Overburdened juvenile investigation and probation officers: According to Article 9
of the Juvenile Justice Act, while different scope of duties were applied for juvenile
investigation officers and juvenile probation officers, in practice, the two were often
required to undertake tasks of the other. The workload of juvenile investigation
and probation officers, deducing from the number of cases of probation custody, it
is conspicuous that juvenile investigation and probation officers are overburdened.
According to the 2020 Annual Report of the Judicial Yuan, juvenile probation and
investigation officers are responsible for an average of 78.6 cases of probation
custody per year,51 with New Taipei District Court and Taoyuan District Court
50 The example case raised in Para. 89 of General Comment No. 24 of the CRC was 16 years old,
thus it is recommended for the State to designate minimum age higher than the given figure.
51 In 2020, the total number of juvenile investigation officers and juvenile probation officers in
district courts was 190, with the gross number of probation and custody cases being 14932
cases. Source: The 2020 Annual Report of the Judicial Yuan, Actual Number of District Court
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Covenants Watch
having the heaviest caseloads. (121.7 cases for officers of New Taipei District Court,
52 111.9 cases for officers of Taoyuan District Court53) In addition, cespite the
existence of a statutory maximum of three years, the duration of probation custody
varies, which is exceedingly time consuming for juvenile probation and
investigation officers.
75. Lackluster outcome of revoking custody and administer probationary education:
According to Article 55(4) of the Juvenile Justice Act, juveniles who violated relevant
regulations during custody, or were under repeated observations of juvenile
delinquency, the probation officer may revoke custody and administer
probationary education. 54 In practice, for probationary education less than a year,
the current Ordinance of Progressive Treatment Awarding for Students in Juvenile
Correctional Schools is unable to award scores that enables the student to be released
early due to the lack of time, which subsequently resulted in withdrawal,
unwillingness to receive probationary education, and incidents of unrest.
76. Recommendations:
(1) The State shall increase the number of juvenile investigation and juvenile
probation officers, to increase effectiveness of probationary custody, to enable
profession-based division of labor, and to avoid overlapping of roles and its
ensuing deprivation of procedural justice for juveniles in probationary custody.
(2) The State shall reformulate the progressive treatment ordinances for juvenile
correctional institutions and provide incentives for those under probationary
education to actively accept education, and leave juvenile correctional
institutions expeditiously.
Issues regarding juvenile judicial settlement institutions
77. The target of settlement for institutions is too diverse to administer appropriate
treatment for individual children in accordance to their needs. Currently, under
respective provisions, settlement institutions may accept children from
dysfunctioning families, children subjected to sexual exploitation, and law-
Employees by Agency; District Court Juvenile Investigation and Probation Officers'
Enforcement of Protection and Control Cases by Year and Agency, https://reurl.cc/8W6eX4.
52 In 2020, the total number of juvenile investigation officers and juvenile probation officers in
the New Taipei District Court was 24, with 2930 cases of probation and custody. Source: The
2020 Annual Report of the Judicial Yuan, Actual Number of District Court Employees by
Agency; District Court Juvenile Investigation and Probation Officers' Enforcement of
Protection and Control Cases by Year and Agency, https://reurl.cc/8W6eX4.
53 In 2020, the total number of juvenile investigation officers and juvenile probation officers in
the Taoyuan District Court was 19, with 2127 cases of probation and custody. Source: The
2020 Annual Report of the Judicial Yuan, Actual Number of District Court Employees by
Agency; District Court Juvenile Investigation and Probation Officers' Enforcement of
Protection and Control Cases by Year and Agency, https://reurl.cc/8W6eX4.
54 Article 55, Juvenile Justice Act: https://reurl.cc/RjMypz
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2022 Parallel Report on CRC
breaking children. 55 The diverse family backgrounds and lived experiences of
these children shall be addressed by individual treatments and different ways of
accompaniment. Settlement institutions, however, often lack diversified expertise
and personnel to administer appropriate treatment for children.
78. Understaffing of civil resettlement institutions and militarized management in
some: while public settlement institutions were fully funded by the governments,
private settlement institutions are only applicable to partial funding and
subsidizing and needs to seek public donations. With funding prioritized,
institutions were incentivized to present a positive appearance, and are thus prone
to shielding of negative events and malfunction of notification systems.
Furthermore, the understaffing had caused institutions to prefer a militarized and
unified method of discipline. The 2018 sexual abuse incident in an institution in
Nantou, which was investigated by the Control Yuan, had presented a case where
sexual abuse incidents were not reported, false reports on number of settled cases
were submitted, occurrence of illicit over settlement, and high-pressure discipline
on settled students of the institution were observed. 56
79. Recommendations:
(1) While deinstitutionalizing, the State shall also provide sufficient funding for
private settlement institutions, and ensure that institutions were adequately
staffed with staff with diverse professional backgrounds.
(2) The courts shall reliably conduct irregular visitations to institutions, to ensure
the rights of parties of juvenile justice under settlement were not infringed. In
addition, local administrative authorities shall conduct multi-day on-site
visitations during inspections, to acquire a realistic understanding of the
institution.
Issues regarding juvenile correctional institutions
80. The Agency of Corrections has yet to formulate relevant operational regulations in
response to frequent incidents of bullying and fighting in juvenile correctional
facilities, and the staff also lack basic concepts of education, counseling, and
professional training in juvenile justice; the relevant notification system also
malfunctions:
(1) The Agency of Corrections has yet to apply the Campus Bullying Prevention
Guidelines (for ordinary schools) to formulate its own guidelines to address
incidents of bullying in juvenile correctional facilities; instead, regulations
55 Regulations governing settlement institutions include the Protection of Children and Youths
Welfare and Rights Act, the Child and Youth Sexual Exploitation Prevention Act, and the
Juvenile Justice Act.
56 Control Yuan investigative report number 0048 in 2019: https://reurl.cc/6EjGxO
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regarding bullying in adult correctional facilities were applied; 57 the handling
emphasized solely on punishment and separation, and did not provide
education or counseling for students.
(2) Correctional staff in juvenile facilities followed the management mindset of
facilities for adults, which designates strong, gang-related, and influential
students as cadres to assist with its management. This had formed a subculture
of brute power struggle, leading to endless incidents of bullying and fights, in
the severity of 7 to 1 fights or even 12 to 1 fights. 58
(3) What’s more, the staff had ignored situations where student cadres performed
drills on the newly admitted which caused the newly admitted to be sent to
medical care; failed to report incidents where student cadre gambled with or
blackmailed other students; or exploited security passes to carry contrabands
such as cigarettes and erotic materials for student cadre. 59 This indicates that
not only did the staff neglected incidents of bullying but also maintained such
occurrences. Under such an environment and the fear of retaliation, the
victimized students dare not file any complaint.
(4) When incidents of violent conflicts occur among students, correctional staff
ought to report the incident to competent authorities such as the Agency of
Correction, Courts which govern the student’s case, and the Social Affairs
section of the local government. In practice, however, when such incidents
occur, some staff may downplay it as individual fights and fail to report;
further, according to Control Yuan investigation report number 0031 in 2021, 60
the case statistics by juvenile reformatory facilities do not match the statistics of
notifications of violent conflicts reported by juvenile probation officers of the
judicial system, and the actuality still cannot be determined, demonstrating that
the notification is thoroughly malfunctional.
81. Improper handling of incidents of sexual assaults and sexual harassment in
juvenile reformatory and correctional facilities: As per regulations, should students
in custody be subjected to sexual assault and sexual harassment, reformatory
schools shall carry out notification, investigation, protection and handling
procedures, and procedures for handling violations, according to Control Yuan
investigative report number 0031 in 2021, 61 however, Dun Pin High School only
57 Specific Measures for Correction Agencies in Preventing Incidents of Sexual Assault and
Bullying Among Inmates: https://reurl.cc/95je0V
58 Control Yuan investigative report number 0027 in 2021: https://reurl.cc/jgNzYy
59 In 2021, in Ming Yang High School which accommodates juveniles sentenced to
imprisonment, an instructor and an administrator carried contraband for students in custody
and was determined to be guilty by the court (Disciplinary Court 2020 Qing Shang Zi No. 9
Disciplinary Judgment).
60 Control Yuan investigative report number 0031 in 2021: https://reurl.cc/EZ3xD1
61 Control Yuan investigative report number 0031 in 2021: https://reurl.cc/EZ3xD1
CW Contact E-mail: info@cwtaiwan.org.tw 33
2022 Parallel Report on CRC
implemented punishments such as exhortation, suspension of visits, and labor
services, which are not effective in addressing the situation. In addition, the
dilapidated school buildings cannot effectively separate victimized students from
the perpetrators.
82. Dilapidated environment and insufficient equipment in juvenile reformatory
schools: Take Dun Pin High School as an example,62 when incidents of bullying,
fighting, sexual assault, or sexual harassment occur, given the housing is provided
in the form of a dorm hall, the victimized student cannot be effectively separated
from the perpetrator. The current practice can only allocate a room for students
with repeated offenses in a room with prominent monitoring cameras. After a mass
fight, the victimized student would be moved to an isolation room in the name of
protection, while the perpetrators are assessed in their original classes, confusing
the students on their understanding of punishment. 63
83. Recommendations:
(1) The Ministry of Education and the Agency of Corrections shall jointly formulate
a “Prevention Program for Anti-Bullying” for juvenile correctional schools.
(2) The Agency of Corrections shall conduct relevant training on CRC for all staff in
juvenile correctional institutions, and gradually eliminate the practice of power
struggles.
(3) The external inspection team shall conduct irregular visitations to juvenile
correctional institutions and interview individual students, in order to avoid
cases of malfunctioning of the notification system.
(4) The State shall provide sufficient funding to gradually improve the
environment and equipments of juvenile correctional schools.
62 Dun Pin High School accommodates juveniles who have been sentenced to probation
education. Its predecessor was Taoyuan Reform School. In 2019, it was restructured into
Chengjheng High School Taoyuan Branch in 2019, then restructured into an independent Dun
Pin High School in August 2021.
63 Control Yuan investigative report number 0027 in 2021: https://reurl.cc/jgNzYy
34 CW Contact E-mail: info@cwtaiwan.org.tw
Appendix 1
Appendix 1: Introduction of Participating NGOs
(in alphabetical order)
1. Chinese National Association of the Deaf
Established on August 9, 1992, the Chinese National Association of the Deaf is
jointly established by a group of overseas persons with hearing disabilities in the
United States, and the enthusiastic support of people with hearing disabilities from
all walks of life. The Association is a legally registered nationwide social association,
with the aim to convene all intellectuals from Taiwan and abroad to jointly promote
the welfare of persons with hearing disabilities, and to conduct development and
research on education for persons with hearing disabilities and sign language
education; to improve the quality of life of persons with hearing disabilities; to
organize cultural, artistic, technical, sports, and publishing activities to actively
cooperate with the policies and social needs of the government; and to develop
accessible spaces for persons with hearing disabilities, thereby protecting the rights
and welfare of the persons with hearing disabilities. The purpose of this association
is as follows:
1. Eliminate the estrangements between persons with hearing disabilities and
persons without hearing disabilities, provide assistance to the government in
formulating various relevant laws and regulations, and monitor the
implementation of welfare policies for persons with hearing disabilities.
2. Research and promote sign language education, and assist persons with hearing
disabilities in solving other related issues related to social interaction.
3. Seek to address the difficulties encountered by persons with hearing disabilities in
education, employment, accessing medical treatment, and accessing nursing care,
so as to achieve the goal of an accessible environment.
Contact E-mail: cnad001@gmail.com
Contact person and personal E-mail: HSIEH, Su Fen, sufen506@gmail.com
2. Covenants Watch
Established on December 10, 2009 and convened by democracy forerunner Mr. Peter
Huang (Huang Wen-shiung), Covenants Watch is comprised of more than 40
human rights organizations, lawyers and scholars, and was officially registered in
2016.
Through human rights advocacy, monitoring, research and education, we are
committed to the promotion of the ratification of the 9 core human rights
instruments designated by the UN. We notably utilized Taiwan’s “self-made”
international review mechanism to oversee the government’s proactive measures for
the consummation of human rights through domestic legal and policy reforms; we
i
Appendix 1
also coordinated, empowered, facilitated civil society organizations to participate in
the quadrennial international review of human rights instruments, and jointly
provide critical observations and reform suggestions independent of the
government; from 2013 to 2020, we regularly coordinated civil society organizations
to submit a parallel/shadow report, of which covered diverse dimensions, include:
places of detention, judicial justice, death penalty, labor, migrant workers, persons
with disabilities, transitional justice, children, women, LGBTI, and business and
human rights.
Covenants Watch also participated in rescue actions; including the case of Li Ming-
Che, which Covenants Watch, alongside with all members of the Li Ming-Che
Rescue Committee, filed a complaint to the United Nations which was successfully
received, and later reported on this case to the UN and the European Parliament.
Covenants Watch also jointly drafted the bill of the Refugee Act with other NGOs,
and requested the government to incorporate the intent of the Refugee Act in its
laws and regulations regarding China, Hong Kong, and Macau. Human Rights
Wednesdays, our monthly event which aims to expand society's concern and
imagination for human rights, was also held monthly for five consecutive years.
Meanwhile, we also joined international human rights networks, to discuss with
international human rights organizations and their human rights workers on the
practical experience of advocating, implementing and monitoring human rights
conventions in various countries.
Since our establishment, Covenants Watch has continued to promote the
implementation and deepening of Taiwan’s local human rights mechanisms through
domestic and international human rights initiatives.
Contact E-mail: info@cwtaiwan.org.tw
Contact person and personal E-mail: HUANG, Yibee, yibee.huang@cwtaiwan.org.tw
3. Disabled Children's Rights and Advocacy Association in Taiwan (DCRAAT)
The Disabled Children's Rights and Advocacy Association in Taiwan (DCRAAT) is
composed of children with disabilities and their parents, to espouse the basic human
rights of children with disabilities. Since birth, children with disabilities are
compelled to face various problems and challenges in their lives; due to lack of
resources, unsound policies, and incomplete implementation, children with
disabilities and their families face many obstacles in their lives. Children with
disabilities are not found on the playgrounds, because of the inaccessibility of the
places for play; they are not found on the campus, because of the unsoundness of
inclusive education policies; they are not seen by you and me, because of the
hostilities of traffic and the environment; since their needs have long been ignored,
the support that is essential for the equal right to enjoy things has also been lost.
ii
Appendix 1
Although there is the People with Disabilities Rights Protection Act domestically,
and the consecutive ratification of the Convention on the Rights of Children and the
Convention on the Rights of Persons with Disabilities of the UN, DCRAAT
remained active at supervising the government to participate in the formulation of
relevant policies, to ensure the implementation of human rights ideals, thus ensure
the assurance of the basic rights of children with disabilities and the deliverance of
an environment of equal opportunity and full participation.
Contact E-mail: dcraat@gmail.com
Contact person and personal E-mail: CHOU, Shu Ching, fiona0418@gmail.com
CHENG, Shu Chuan, Joy.sccheng@gmail.com
4. Harmony Home Taiwan
Today, Harmony Home has established 5 AIDS halfway houses in Taiwan. So far, it
has assisted in receiving nearly 600 of those infected and provided assistance and
consultation for more than 2,500 infected individuals. At present, we have received
more than 200 infected persons and children affected by AIDS in total. In addition,
Harmony Home has long been devoted to visiting prisons and schools of all levels.
We also cooperate with the Ministry of Education, the Ministry of Justice, and the
CDC in providing AIDS education, anti-discrimination campaigns, and drug
prevention education to the public in order to eliminate public stigma and
discrimination against AIDS.
In recent years, the number of migrant workers in Taiwan has risen rapidly. Since
1997, the service work of Harmony Home has been extended to foreign victims, new
immigrants, and female migrant workers. Children of migrant workers are among
the most vulnerable individuals in society as they have difficulty in obtaining
medical, social welfare, and education-related resources due to not being registered
under a household. Therefore, taking care of and sheltering those children, as well
as those infected or affected by AIDS, have become some of the main services at
Harmony Home, Taiwan.
Contact E-mail: twhhf@twhhf.org
Contact person and personal E-mail: KANG, Ding Ruei, dingruei@twhhf.org
5. Humanistic Education Foundation
The Humanistic Education Foundation is a private, non-profit organization
dedicated to the development of human-centered education in Taiwan. The
foundation identifies problems in contemporary education, promotes alternative
educational ideas, and helps create a social and political forum to discuss the
purpose and means of education. Our works include:
iii
Appendix 1
1. Anti-corporal punishment movement, which includes our well-known complaint
hotline for dealing with corporal punishment and other disputes on campus, and
our campaign of “Establish a Country without Corporal Punishment of Children”
which encourages parents to creatively use non-punitive education methods to
educate children. We also provide handbooks, speeches and initiatives, for parents
to better their education, and for boards of education to provide teachers with
professional development to educate children without using corporal punishment.
2. The publication of Humanistic Education Journal, which addresses the most recent
issues facing Taiwan’s education system.
3. Establishing a Resource Center, with a wide range of educational books, audio
CDs, and supplementary math teaching materials.
4. Organizing seminars and conferences addressing education issues.
5. Designs summer school programs for children to experience human-centered
education in every winter and summer vacation.
6. Offers teachers training on issues related to humanistic education.
7. Organizes Educational Policy Research Team, which is composed of education
experts and scholars with humanistic ideals, with the mission to evaluate
educational policies, and publish its findings and recommendations.
8. Lobbying the government though legislators, to make changes in Taiwanese
educational law.
9. Host the Forest School, which is a small, alternative elementary school that is
operated under the principles of humanistic education. Students are allowed to
freely plan their daily lives and courses, which emphasizes non-academic learning
and regular out-of-class excursions, in addition to typical courses. The teachers are
also dedicated to their own personal and professional learning and participate in
an ongoing self-study program, fusing educational theory with practice.
10. Runs growth programs to promote human-centered education, including parent
education, teacher education, adolescent growth, and volunteer training.
11. Manage Humanistic Education Foundation Sanchung Teenagers’ House, a house
with independent spaces established in 2001 for teenagers in Sanchong City, with
its mission being accompanying the teenagers to grow by themselves, and to
provide them with motives and interest to learn.
Contact E-mail: hefpp@hef.org.tw
Contact person and personal E-mail: CHEN, Chih-Yuan, 7563@hef.org.tw
iv
Appendix 1
6. Independent Living Taiwan
Five independent living associations, including Taipei, Chiayi, Tainan, Kaohsiung,
and Hualien, finally co-hosted the inaugural meeting of “Independent Living
Taiwan” on April 1, 2018 after years of operation. This alliance connects
independent living associations across Taiwan to formulate appropriate policies for
community life support services for persons with disabilities, to improve social
physical and service facilities, and to establish the social value of anti-
discrimination, which responds to the intent of the international movement of
persons with disabilities: "Nothing about us without us." Mission of this alliance
includes:
1. Connect independent living associations, groups, and promotion groups across the
country.
2. Promote the concept of independent living, and emphasize that persons with
disabilities can make “self-selection, self-determination, and self-responsibility"
according to their needs.
3. To enshrine the subjectivity of persons with disabilities, and to emphasize that for
all initiatives and organizations, persons with disabilities shall meet the ½ quota,
with different categories of disabilities.
4. Strive for the rights and interests of persons with disabilities. Urge the government
to ensure the rights and interests of persons with disabilities, and protect the rights
and interests of persons with disabilities in social participation, human support,
accessible environment, economic security, and career development.
5. Break the "professional myth" and emphasize that people with disabilities are the
experts in solving their own problems.
6. Conduct international exchanges, to form connections with foreign independent
living organizations and disabled peoples’ organizations (DPOs) and learn from
one another.
7. Cultivate talents with disabilities, encourage self-voicing, connect needs, and
advocate rights.
8. Realize a nation built on human rights, and jointly create a better society.
Contact E-mail: cil.tw2018@gmail.com
Contact person and personal E-mail: LIN, Chun Chieh, chunil92@gmail.com
7. New Vitality Independent Living Association, Taipei
New Vitality Independent Living Association is an organization run by and for
people with different types of physical and mental disabilities. Founded in 2007, the
organization is devoted to helping people with disabilities to live in the community
v
Appendix 1
with dignity by offering them personal assistance to engage in their life activities,
aiming to enable people with disabilities to realize their full potential, live
independently, and reduce the obstacles and discrimination in their lives.
The biggest difference that sets the organization apart from others is that the
majority of the decision makers (including the board) are with physical or mental
disabilities and have cross-disabilities. From our own experience, characters can be
shifted from being the receiver of care, to being the provider of care for other
persons with disabilities, to bring together our strengths, to change this inaccessible
world, and to eliminate discrimination. We believe that persons with disabilities
were “disabled” by the environment and attitudes, should the society accept the
existence of diverse groups, many disabilities will be eliminated, and all can
independently live in communities.
Our mission includes: (1) Personal assistance services; (2) Planning for independent
living; (3) Peer support services; (4) Promotion of accessibility; (5) Education and
promotion; and (6) Striving for rights.
Contact E-mail: ciltaipei@gmail.com
Contact person and personal E-mail: YUAN, Chia Ti, mimi@mail.batol.net
8. New World Independent Living Association, Chiayi
We came across the idea of independent living, and identified strongly with the
notion of “self-selection, self-determination, and self-responsibility” of persons with
disabilities, after receiving relevant information. We decided to formally establish
the Association on July 6, 2012; we uphold the autonomous rights of persons with
disabilities, and hold that deinstitutionalization and integration into the community
are the path to values of lives with disabilities.
In addition to serving persons with disabilities in the Chiayi area and conducting
local initiatives, the organization also actively participated in CRPD-relevant
meetings in recent years, with the aim of implementing human rights and
fundamental freedoms of locals with disabilities with the power of international
human rights instruments. We also recognize that persons with disabilities are the
experts to address their own issues, thus more than 90% of our staff are persons with
disabilities. The mission of the Association are as follows:
1. Raise the self-awareness of persons with disabilities and enable them to strive for
their due rights.
2. Provide peer psychological support and develop independent living plans for
persons with disabilities.
3. Provide housing and transportation information.
vi
Appendix 1
4. Host regular lectures and networking activities, to foster solidarity and obtain
new knowledge.
5. Improve accessibility of the environment.
6. Promote and educate the importance of independent living to the public.
7. Communicate with domestic and foreign independent living organizations and
join resources.
Contact E-mail: cyc.nwil@gmail.com
Contact person and personal E-mail: ZHANG, Yu Xuan, zoda587301e@gmail.com
9. Red Heart Association
The Red Heart Association (RHA) became the first registered social welfare
organization in 1988 to support families of prisoners. With the belief that family
members should not be punished along with a criminal, the Red Heart Association
provides care and support to inmates’ families while the inmates serve prison
sentences. Over many years, our experiences have revealed that the majority of
prisoners predominantly live in generational poverty or are from low socioeconomic
families with repeated crime occurrences. Thus, the RHA primarily offers services
that aim to connect people in need to resources, care for and empower children and
young people, and restore and maintain relationships, striving to achieve goals of
ending generational poverty, rebuilding family relationships, and breaking the cycle
of violence.
The RHA has observed from the past experiences that children and young people
are key to bringing about changes to the dynamics of inmates’ families, serving as an
opportunity to break rigid and avoidant patterns of adult interactions. The RHA
adheres to the beliefs that children and young people are the opportunity to change
a family and families all have the resilience for recovery. Based on such
philosophies, child and youth-focused family services models have been developed.
The services became available in 2011 and have been in use until now with effective
outcomes.
Contact E-mail: rhfamily0505@gmail.com
Contact person and personal E-mail: LI, Yi Ying, rhfamily0505@gmail.com
10. Taiwan Access For All Association
From the initiation to the operation, Taiwan Access for All Association has jointly
participated with persons with disabilities, families and citizens who care about this
issue. Founded in August 2004, this Association aims to combine societal resources
and strengths to promote a fully accessible life, we encourage persons with
disabilities to speak up, and to participate in relevant governmental entities. We
vii
Appendix 1
hold that accessible life, in its definition, must be comprehensive with the inclusion
of hardware and software dimensions; so that persons with disabilities can
participate in societal matters, integrate within the society, and freely be themselves
on an equal basis. Therefore, the Association conducts regular surveys to
understand the inaccessible dimensions of life, and present persons with disabilities
through tourism, art, and various dynamic or static leisure activities, so they can be
seen and serve as a starting point for social participation and social change. We
believe that the external process of improving accessible environments is also an
internal project of transforming people's minds. To move towards a more peaceful
and inclusive society, strengths contributed by persons with disabilities are
absolutely crucial.
Contact E-mail: sunable.net@gmail.com
Contact person and personal E-mail: YU, Li Chi, sylviayu1971@gmail.com
11. Taiwan Alliance to End the Death Penalty
The Taiwan Alliance to End the Death Penalty (TAEDP) was founded in 2003 by
local NGOs and academics. The Alliance was formed to stress and promote the
absolute value of life and human dignity as core to the protection and promotion of
human rights. Profoundly understanding that the society has yet to be exposed to
the debate concerning death penalty abolition, and that the general public seems to
support capital punishment as a form of revenge against perpetrators of major
crimes, the alliance aims to create an open discussion forum for society on various
abolition issues. Furthermore, it advocates shaping a better penal system that both
respects the value of life while truly compensating the victims so as to really uphold
justice and safeguard human rights for all.
Our work includes:
Death Watch: The TAEDP works on individual death penalty cases with pro
bono lawyers. Meanwhile, we provide criminal defense training for lawyers to
ensure defense quality, and monitor the trial procedure to ensure that every
defendant receives a fair trial.
Research: The TAEDP conducts interviews, writes articles and makes video clips
for specific issues and cases. In 2014, for instance, we conducted a face-to-face
public opinion survey, interviewing more than 2,000 citizens around Taiwan.
Public Dialogue and Education: In order to better communicate with the public,
the TAEDP regularly holds seminars and discussions. The TAEDP also holds
triennial film festivals, and the TAEDP Thursday Forum.
viii
Appendix 1
The TAEDP mobilizes school teachers and has formed an Education Team to
develop abolition education materials which can be used in the classroom. We
also publish TAEDP online newsletters on a regular basis.
Promotion for Social Security: The TAEDP takes part in advocating prison
reform and promoting crime victims’ rights and support. A working group
consisting of victims’ families, NGO workers, social workers, and counselling
experts was formed in 2012, to understand the needs of the victims’ families and
to promote the rights of victims and their families.
International Networking: The TAEDP promotes regional and international
networking as a way introducing Taiwan to the latest information on the
abolition movement. The TAEDP has been participating in the World Congress
against the Death Penalty since 2004, and is one of the founding members of the
Anti-Death Penalty Asia Network (ADPAN) and an active member of the World
Coalition against the Death Penalty (WCADP), where it has served as a Steering
Committee member since 2009.
Contact E-mail: info@taedp.org.tw
Contact person and personal E-mail: LIN, TzuWei, linadi1208@taedp.org.tw
12. Taiwan Education Association
Taiwan Education Association (TEA) is a non-government organization founded in
2021. It has been committed to promoting education, ensuring and enhancing the
rights of the learners. In addition, it creates an inclusive learning environment in
order to protect the rights of marginalized groups and to eliminate the inequalities
regarding the social structure and education system.
Contact person and personal E-mail: CHEN, Jian Ying, twedua@gmail.com
13. Taiwan International Medical Alliance (TIMA)
Founded in January 2001, the Taiwan International Medical Alliance (TIMA) is
dedicated to promoting the right to health and alleviating the health inequalities
among different social strata and classes, both domestically and regionally. TIMA
has been working with Cambodian partners on the development and enforcement of
health-related policies, including tobacco control. As a member organization of
Covenants Watch, TIMA takes up the responsibility of developing human rights
policies and quantitative human rights methods, such as human rights indicators
and impact assessment.
Contact person and personal E-mail: HUANG, Songlih, songlih@gmail.com
ix
Appendix 1
14. Taiwanese Deaf Alliance
The Taiwanese Deaf Alliance (TDA) is an integrated organization of all
organizations for the deaf across the nation. We strive to establish a cooperative
network, and to drive the government to legislate or amend laws and regulations
relevant to the rights, interests, and welfare of persons with hearing disabilities. We
also fight for and assure basic rights of the deaf, and to organize (or facilitate)
various deaf-related affairs, including assist the deaf to develop various professional
skills, establish a friendly learning, living and employment environment for the
deaf, establish a friendly environment for Taiwanese sign language, and revitalize
the inheritance and development of the deaf culture.
Contact E-mail: tda20181125@gmail.com
Contact person and personal E-mail: LI, Hong Yuan, hungyuan1881@gmail.com
CHANG, Ya-Chih, susan6262@gmail.com
x
url https://covenantswatch.org.tw
email info@cwtaiwan.org.tw
tel +886 2 3393 1815
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