兒少人權監督平台

來源 PDF:34_20220406105442_1635251.pdf

Written submissions with country specific information that

contributes to the review of second State Party reports pursuant

to Convention on the Rights of the Child

2022

The league For Persons With Disabilities,

R.O.C(TAIWAN)

CONTENTS：

Article 2 (Non-Discrimination)、

Article 12(Respect for the Views of the Child)、

Articles 19(Abuse and Neglect, including Physical and Psychological Recovery and Social

Reintegration)、

Article 2(Disabled Children)、

Article 24(Health and Health Services)、

Article 28(Education, including Vocational Training and Guidance)、

Article 31(Leisure, Recreation and Cultural Activities)

Completion Date 2022-02-09

Consenting information is simultaneously published on ROC's CRC official website (https://crc.sfaa.gov.tw/)

Index

《Convention on the Rights of the Child》Article 12、Article24 ............................................. 1

《Convention on the Rights of the Child》Article 19 ................................................................ 1

《Convention on the Rights of the Child》Article 23 ................................................................ 1

《Convention on the Rights of the Child》Article23 Article 31 ................................................ 2

《Convention on the Rights of the Child》Article 28 ................................................................ 3

Completion Date 2022-02-09

Consenting information is simultaneously published on ROC's CRC official website (https://crc.sfaa.gov.tw/)

《Convention on the Rights of the Child》Article 12、Article24

1. State report did not cover the protection of the rights of expression for children with

disabilities in health and public health disposal

2. Recommendations:

(1) When applying medical and health-related treatments such as surgical treatment,

determination of physical sex, vaccine administration, etc., children’s right to express their

opinions should be protected. Medical and health treatments such as the "Principles of

Common Recommendations for Corrective Surgery for Minor Intersex Persons" should be

amended to protect children. The "informed consent" for juvenile should conform to the

spirit of CRPD and CRC (The Committee on the Rights of the Child), while providing legal and

procedural protection.

(2) Raise the awareness of parents and children regarding disabled LGBTI juveniles and

related issues such as sex education and physical autonomy

《Convention on the Rights of the Child》Article 19

3. The number of victims of gender-based violence among special education students is

increasing every year, and the sexual violence prevention and control system plan has not

formulated strategies for the needs of the persons with disability and the specificity of

institutional sexual assault . According to the regulation, everybody in the institution is

responsible for reporting sexual assaults and criminal acts , but in practice, the notification

and the investigation process of suspected cases is often delayed. The notification will not be

executed until the number of victims has accumulated. Many teaching or administrative

staffs have already aware of the situation, but they still delayed the report. No punishment

for those who concealed it and failed to report . There is also a lack of discussion of other

forms of exploitation, such as financial exploitation, psychological abuse, neglect,

abandonment, etc

4. Recommendations:

For the notification of suspected sexual assault cases, a whistleblower mechanism should be

established. For those who failed to report, administrative responsibilities should also be

pursued to strengthen the implementation of the statutory notification mechanism and

establish a post-incident resettlement process. Other forms of mistreatment besides violence

should also be defined and included in prevention and treatment.

《Convention on the Rights of the Child》Article 23

5. Regarding healthcare service for the children with delayed development in rural

1

communities, state report only revealed a growth in the total number of services. It failed to

reflect the variations and gaps in the service utilization rate between urban and rural areas.

There are obvious differences in service utilization rates among counties and cities, while a

certain percentage of people has not received early treatment services.

6. Recommendations:

In addition to increasing the quota in early treatment deployment, all families with potential

needs should be taken as project targets. The differences in the density of early treatment

resources in each administrative district should be counted, gaps in key areas should be

identified with improvement schedules.

7. The campus still lacks a lot of support for the emergency medical needs of children with

special needs.

8. Recommendations:

Ministry of Education (MOE) should establish a standard operating procedure for schools to

deal with the emergency medical needs of children with special needs.

《Convention on the Rights of the Child》Article23 Article 31

9. Sports Administration of the MOE has set out the "Sports Policy White Paper" to present

various policies of school sports, sports for general publics, competitive sports, international

and cross-strait sports, sports industry, etc., and the goals for the promotion of sports with

disabilities in the future, such as: the improvement timeframe for the elimination of

discrimination in sports venues.

10. Recommendations:

The Sports Administration MOE should reveal the status of the "Sports Adaptation in the

School Promotion Plan", prepare a budget and formulate strategies to improve the sports

plight of students with disabilities, actively cultivate adaptive physical education teachers and

promote adaptive sports, including increasing the participation of adaptive physical

education teachers in IEP meetings and host adaptive sports ratio , to improve the

knowledge and ability of personnel.

11. MOHW has not yet set the regulations and applicable ages for the inclusive children's

playgrounds actively promoted by local governments, and the setting information has not

been fully promulgated.

12. Recommendations:

The state should invite persons with disabilities and representatives of relevant groups by

2023 to develop guidelines for the design of inclusive playgrounds, and set up an information

integration platform for inquiries.

2

《Convention on the Rights of the Child》Article 28

13. There were several incidents of school illegal rejection or improper treatment in 2020,

but state report did not respond to the problem . The proportion of children aged 2 to 3

years with retarded development who are enrolled in kindergartens is very low , and children

with severe developmental retardation lack appropriate kindergartens.

14. Recommendations:

(1) Under the goal of zero rejection of enrollment, the state should formulate penalties in

the next four years to ensure that schools at all levels under national compulsory education

have sufficient integration and special education resources to protect the right to education

of every students with disability. MOE should review of the distribution of special education

resources in rural areas and gradually improve the uneven distribution.

(2) State should increase the number of kindergartens and ensure that children with

disabilities are given priority registration in school. Relevant services for children with severe

developmental retardation should be established to integrate special education and

treatment services. Children with speaking or communication difficulties should have

reasonable adjustment strategies, such as: increasing speaking time, providing relevant

photos or diagrams and materials, so that children can participate in individualized education

programs (IEP) conference.

15. In order to achieve integrated education, it is not enough for regular class teachers to

participate a minimum of three-hour special education workshop each year. The survey also

showed that more than 30% of students are not aware of special education services.

16. Recommendations:

(1) MOE should invite scholars and experts in the field of special education and

representatives of non-governmental organizations to examine whether the times and

content of special education-related trainings meet practical needs.

(2) MOE should analyze the users and target of special education services, formulate

strategies to ameliorate the challenges of education among persons with disability, and raise

the awareness of students and their families on various special education services.

(3) MOE should formulate an awareness-raising plan for the next four years and evaluate

the effectiveness of its implementation to ensure that all educators on campus have

sufficient awareness about disabilities.

17. Current practice of arranging the persons with disability in ordinary classes is simply a

kind of "concordance", such as the deployment of assistants and an accessibility

environment, however, there is still a lack of resources to actively promote "integration",

such as: the awareness of disabilities among teachers and students, reasonable adjustments

of education process and so on. Students with special needs often encounter difficulties

when they participate in learning activities, such as sports and outdoor teachings.

3

18. Recommendations:

MOE should supervise schools at all levels to implement IEPs for students with disability, and

implement a mechanism for inviting students and their parents to engage, link resources,

and meet learning needs and integration goals as much as possible. In addition to providing

assistive learning aids, student assistants, extend examination time, and academic

performance adjustments, it should also focus on the establishment of interpersonal

relationships and other enhancements.

19. The general guidelines of "Curriculum Guidelines of 12- Year Basic Education" does not

explicitly mention the concept of universal design ; although courses can be set according to

the needs of students for special education, it does not meet the universal goal of learning

together for all. Reasonable adjustments were not substantially implemented. There is no

standard for the schools to revising the assessment methods and adjusting the work

loadings.

20. Recommendations:

(1) MOE should invite scholars and experts in the field of special education and

representatives of non-governmental organizations and school teachers to jointly draft

universal design application manual, and assist in promoting and encouraging teachers to

apply this concept to teaching content, in order to promote the understanding and

communication between regular and special students.

(2) MOE should amend Article 19 of the Special Education Act to conform with the principle

of "reasonable adjustment", and include other objective needs and support services.

21. MOE has provided "special education student assistants" to supplement personal

assistants, and commissioned respective schools to coordinate the services. However, due to

difficulties in finding manpower, assistance-hour shortage and insufficient awareness of

assistants, parents often need to recruit additional assistance at their own expense.

22. Recommendations:

The state should reserve training budget for "special education student assistants" to

improve their professional knowledge. Meanwhile, provide a recommendation list of

potential candidates and pre-school circuit counseling professionals as resources for

respective schools.

23. Teachers can access supplementary textbooks, reading lists, and digital learning.

However, due to the lack of formats, equipment, and software for students with visual or

learning disabilities to read, the issue of information access and digital gaps for students with

disabilities remained unsolved. In addition, there are insufficient resources for special

4

education in rural areas with poor accessibility, which makes it impossible for students with

special learning needs to obtain appropriate education. Even providing material subsidies or

expense reimbursement still cannot solve the problem.

24. Recommendations:

MOE should reserve budget for the promotion of barrier-free digital information systems and

increase the proportion of schools utilize multiple media teaching materials. Teaching

content should be developed in the direction of "universal textbook". Enable students with

disabilities and regular students to learn simultaneously, avoiding students who use special

textbooks and got stigmatized.

25. Although the laws and regulations stipulate that schools must not deny admission on

the grounds of disabilities. However, after entering the higher education system, students

often face the situation of not knowing how to make reasonable adjustments and insufficient

hardware and software support . The resources for adult continuous education also lack the

design that allows persons with disability to participate.

26. Recommendations:

(1) MOE should coordinate respective universities and colleges to propose practical

mechanisms to resolve the challenges of integrating persons with disability into higher

education, encourage students to take the initiative to submit reasonable adjustment

applications, and set a quota for the number of applications and appeal channels to

supervise the implementation of the right for education.

(2) When continuous education center at each university, MOE, and local governments set

up community colleges, it should incorporate curriculums which meet the needs of adult

education for the persons with disability. Meanwhile, the venue and learning should have

assistive measures for accessibility.

5

---

來源 PDF:34_20220406105456_9107912.pdf

聯合國兒童權利公約

回應第二次國家報告之

平行報告書

2022

社團法人中華民國身心障礙聯盟

內容：

第 2 條禁止歧視、

第 12 號兒少表意權、

第 19 條防止遭受虐待及遺棄的保護措施、

第 23 條身心障礙兒童權利、

第 24 條醫療與保健、

第 28 條教育、

第 31 條休閒娛樂及文化活動

完成日期 2022 年 2 月 9 日

同意公開於中華民國 CRC 資訊網 https://crc.sfaa.gov.tw/

 目錄

《兒童權利公約》第 12 條 兒少表意權、第 24 條健康權 ............................................................... 1

《兒童權利公約》第 19 條 防止遭受虐待及遺棄的保護措施 ......................................................... 1

《兒童權利公約》第 23 條 身心障礙兒童權利 ................................................................................. 1

《兒童權利公約》第 23 條 身心障礙兒童權利、第 31 條 休閒娛樂及文化活動 ......................... 2

《兒童權利公約》第 28 條 教育權、第 2 條 禁止歧視 ................................................................... 2

《兒童權利公約》第 12 條 兒少表意權、第 24 條健康權

1. 國家報告未提及身心障礙兒童在健康及公衛處置上各項表意權之保障。

2. 建議：

(1) 手術處置、生理性別決定、疫苗施打等醫療健康相關處置，應保障兒童表意權；應

修改「未成年雙性人之醫療矯正手術共同性建議原則」等醫療健康處置，使兒少之「知

情同意」符合 CRPD、CRC 精神，並提供法律、程序保障。

(2) 應提升父母及兒童自身對 LGBTI 身心障礙兒少的認識，及相關的性教育、身體自主

權等等議題認識。

《兒童權利公約》第 19 條 防止遭受虐待及遺棄的保護措施

3. 特教學校內特教生性別暴力被害人每年增加，性暴力防治體制規劃卻未針對身心障

礙者照顧需求及機構性侵特殊性擬定策略。 依法機構內任何人員都有責任通報性侵害

及犯罪行為，但實務上疑似案件通報卻常常延宕多時，待受害者累積數量後才會通報，

展開調查流程；教學或行政人員許多早已知情但遲未通報，事後也未見對隱瞞不通報者

的懲處。 另外也缺乏其他剝削形式討論，例如：財務剝削、心理虐待、忽略、遺棄等。

4. 建議：疑似性侵案件通報，應建立吹哨人機制；對知情不報之工作人員，也應追究

行政責任，以加強對法定通報機制的落實，並建立事發後之安置流程。對暴力之外其他

不當對待形式，也應進行討論定義，納入防治

《兒童權利公約》第 23 條 身心障礙兒童權利

5. 偏鄉地區發展遲緩兒童社區療育佈建服務，國家報告內只有總數的成長，未能看到

城鄉服務使用率的變化與差距 。各縣市服務利用率上有明顯差異，且有一定比例

人數沒有接受早期療育服務。

6. 建議：

早療佈建目標除了提高人數外，應將所有潛在需求之家庭做為計劃目標，盤點各行

政區早療資源密度差異，鎖定有落差的重點區域，提出改善方案及期程。

7. 校園尚缺乏許多對特殊兒童緊急醫療需求的支持。

8. 建議：教育部應建立學校對特殊兒童緊急醫療需求處置的標準作業流程。

1

《兒童權利公約》第 23 條 身心障礙兒童權利、第 31 條 休閒娛樂及文化

活動

9. 教育部體育署就《體育運動政策白皮書》訂定說明各項政策之學校體育、全民運動、

競技運動、國際及兩岸運動、運動產業等面向上，未來身心障礙體育運動推廣之目

標，如：消除運動場館歧視規定之改善期程。

10. 建議：

教育部體育署應說明「推動學校適應體育計畫」執行情況，編列預算並擬定策略改

善身心障礙學生運動困境，積極培養適應體育教師及推廣適應體育，包括提高適應

體育教師參與 IEP 會議及舉辦適應體育研習活動比率 ，提升人員知能之目標。

11. 衛福部對於各縣市政府積極推廣設置的共融兒童遊戲場，尚未訂定設置規範與適用

年齡，且設置資訊並未完整公告。

12. 建議：

國家應於 2023 年前邀請身心障礙者與相關團體代表，研擬共融遊戲場設計指引，

並設置資訊整合平台，提供查詢。

《兒童權利公約》第 28 條 教育權、第 2 條 禁止歧視

13. 2020 年發生多起學校違法拒收或不當對待事件，國家報告卻未就此回應問題。2~3

歲發展遲緩兒童就讀幼兒園的比例非常低，且重度發展遲緩兒童缺乏適性的幼兒園

就讀。

14. 建議：

(1)在零拒絕入學的目標下，國家應在未來四年制定罰則，確保國民義務教育下各級

學校，皆有充足融合、特殊教育資源，以保障每位身心障礙學生的受教權。教育部

應盤點偏鄉地區特教資源分布，並規劃期程逐步改善分布不均問題。

(2)國家應增加幼兒園數量，並保障身心障礙兒童優先入學。重度發展遲緩兒童則在

社區建立相關服務，整合特教和治療服務；口語或溝通障礙的兒童應該有合理調整

策略，例如：增加發言時間、提供相關的圖片資料，以利兒童參與個別化教育計畫

(IEP，Individualized Educational Program)會議。

15. 為達成融合教育，普通班教師每年參與至少三小時的特教知能研習並不足夠。調查

結果也顯示有超過三成的學生表示不知道特殊教育服務。

16. 建議：

(1)教育部應邀集特教領域學者專家和民間團體代表等，檢視特殊教育相關人員研習

時數及課程內容，是否符合實際需求。

(2)教育部應對特教服務使用及對象做分析，擬定策略改善身心障礙者受教育困難狀

況，並提升學生與家屬對特殊教育各項服務的認識。

(3)教育部應訂定未來四年的意識提升計畫並評估執行成效，確保校園內所有的教育

人員都具備足夠的障礙意識。

17. 目前把身心障礙者安排在普通班級作法僅是「整合」，例如：配置助理員、無障礙

2

 環境，尚缺乏積極推動「融合」的資源投入，例如：師生障礙意識、教育過程的合

理調整等等。有特殊需求的學生參與學習活動時，例如在體育、外出教學等活動上，

還是經常遭遇困難。

18. 建議：

教育部應監督各級學校確實執行身心障礙學生的 IEP，並落實邀請學生本人及家長

參與機制，進行資源連結，盡可能滿足學習需求及融合目標。除提供學習輔具、學

生助理、考試延長時間與學業成績調整外，亦應著重人際關係之建立等其他向度的

提升。

19. 「十二年國民基本教育課程綱要總綱」中，並無明確提及通用設計之概念意涵 ；

雖可依特殊教育學生需求開設課程，但未達到所有人一起學習的通用目標；合理調

整之操作亦不夠具體，學校在修改評量方式和作業量調整等，各校標準都不同。

20. 建議：

(1)教育部應邀集專家學者、障礙團體代表與學校教師，共同研擬學習通用設計應用

手冊，並協助推廣和鼓勵教師將此概念應用於教學內容，以促進普、特生間的理解

與交流。

(2)教育部應修訂特教法 19 條之內容使符合「合理調整」原則，將其他客觀需求、

支持服務項目等一併列入。

21. 教育部輔以「特教學生助理員」替代個人助理，學校負責媒合，但因找尋人力困難，

導致協助時數不足、助理員障礙意識不足等問題，導致家長常需要另自費聘僱協助。

22. 建議：

國家應編列預算，對「特教學生助理員」提供教育訓練提昇其障礙意識和專業知能；

也應提供各學校特教學生助理員及學前巡迴輔導專業人員之建議名單，以利學校媒

合資源。

23. 教師運用補充教材、閱讀書單、數位學習，但因為缺乏視覺障礙、學習障礙學生可

閱讀的格式或設備或軟體，身心障礙學生資訊近用與數位落差問題無法解決。另偏

鄉特教資源不足，可近性不佳，導致有特殊學習需求的學生，無法獲得適切教育；

提供實物補助或現金給付也無法解決問題。

24. 建議：

教育部應編列預算推廣無障礙數位資訊系統，提高學校多元媒體教材使用比例；教

學內容應朝「教材通用性」的方向研發。使身心障礙學生與一般學生都能同步學習，

避免學生使用特殊教材而衍生被標籤化的問題。

25. 法規雖明訂學校不得以身心障礙為由拒絕入學，但進入高等教育體系後，學生經常

面臨不知如何提出合理調整、及軟硬體支持不足的情況。 成人終身學習的資源，

也缺乏讓身心障礙者融入參與的設計。

26. 建議：

(1)教育部應協調各大專院校提出具體機制，解決身心障礙者進入高等教育的融合困

難，鼓勵學生主動提出合理調整申請，並訂定申請件數的目標值及申訴管道，以督

導各校落實教育平權。

(2)各大學推廣教育中心、教育部及縣市政府設立或委託辦理之社區大學，應納入身

心障礙成人教育的需求開課，並訂定上課地點及學習無障礙的輔助措施。

3