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台灣部分校長對特殊學生的認識仍高度側重絕對的二分法或西方哲學思潮中早期的機械性牛頓思考模式，訪談中甚至有些校長還依照早期所受師資培訓的記憶，使用過時且標記化的字眼（如 handicapped 和天才）來形容特殊學生。這些校長即便有豐富社會經驗，並對官僚體系的熟稔，但其思考上仍較不主動去挑戰過去的知識，更遑論具較前衛的觀點挑戰對於過去障礙或資優的刻板印象。這更反應出鼓勵校長多具備更社會學的觀點與思考模式來看待

學生的不同，這是刻不容緩地。既然校長是台灣社會的教育菁英，其影響力可上達政策決策階層，可下至教師、學生、家長、社區人士，

加上社會多元變遷，在校園政策亦應採取更加彈性的作法。校長亦應更主動扮演鼓勵大眾對障礙與資優重新認識和瞭解的角色。

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收稿日期：2009.09.30 接受日期：2010.02.10

在文檔中台灣校長對特殊教育需求定義的觀點之社會學研究 (頁 22-26)