雲林縣崇德國中｜慢飛天使之家 

 

「 我們應該學習以孩童的眼去看，以孩童的耳去聽，以孩童的心去感受。」

“ Wir sollten lernen, mit den Augen des Kindes zu sehen, mit den Ohren des Kindes zu hören, mit dem Herzen des Kindes zu fühlen.” — 奧地利心理學家 Alfred Adler

 

崇德國中特教班主要為多重障礙合併中重度智能障礙的學生，除了學習學科知識外，學校教育的重點在於生活管理、職業教育及社會技巧三大面向。特教生背景相對弱勢，對於「家」的概念薄弱；因此，崇德國中想打造的是一個具有家庭情境氛圍的特教教室，培養學生自理能力，學習融入家庭及社區生活的技能。

重整空間秩序，打造穩定而溫暖的「家」

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依課程模式、學生程度，重新定位空間秩序；教室劃分為四大區域：大分組實作區、一般授課區、靜心緩和區及教師座位區。「大分組實作區」以可自由組合的活動桌為主角，各自獨立時是個人使用，組合拼接後則變身為師生共同實作的烘焙課大桌面。「靜心緩和區」有充足的自然光線及窗景，輔以輕鬆的懶骨頭家具，成為穩定情緒、緩慢學習的柔和小天地。入口的「教師座位區」，則是在梳理老師繁忙的教學及行政工作後重新設置，同時座位區前打造溫馨小客廳，讓師生可以在這裡放鬆閒聊。

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在重新打造的空間內，設計師選用生活常見且操作明確的家具及配件，門扇、把手、桌椅…等皆是日常家用的近似款，打造一個像「家」一樣的學習空間，陪伴學生學習生活中的大小事，讓學生學習並適應各種日常的生活技能，讓他們在回歸家庭及社區生活時能夠得心應手。

雲林縣｜崇德國中｜教育部校園美感設計實踐計畫
 

"We should learn to see with the eyes of a child, to listen with the ears of a child, to feel with the heart of a child." "Wir sollten lernen, mit den Augen des Kindes zu sehen, mit den Ohren des Kindes zu hören, mit dem Herzen des Kindes zu fühlen." — Austrian psychologist Alfred Adler

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The special education class at Chongde Junior High School primarily serves students with multiple disabilities combined with moderate to severe intellectual disabilities. Besides academic learning, the school’s educational focus emphasizes three main areas: life management, vocational training, and social skills. Given that special education students often come from relatively disadvantaged backgrounds and may have a limited sense of "home," Chongde Junior High seeks to create a special education classroom with a family-like atmosphere. This space aims to cultivate students' self-care abilities and help them learn skills for integrating into family and community life.

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Reorganizing Space to Create a Stable and Warm "Home"

Based on the curriculum model and students’ levels, the classroom space is redefined into four main areas: a large-group practice area, a general teaching area, a calming area, and a teacher’s workspace. The "large-group practice area" features activity tables that can be freely combined; when used individually, they serve one student, but when combined, they form a large table for teacher-student group activities, like baking. The "calming area" is filled with natural light and a window view, complemented by relaxed beanbag seating, creating a gentle and peaceful space for emotional regulation and slow-paced learning. The "teacher’s workspace" at the entrance has been reconfigured to manage the teachers' busy teaching and administrative tasks. In front of the workspace, a cozy mini-lounge offers a spot for teachers and students to unwind and chat.

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Within this redesigned space, the designer selected common, easy-to-use furniture and accessories, such as doors, handles, and chairs that closely resemble everyday household items. This creates a learning environment that feels like "home," where students can practice daily life skills and adapt to various routine tasks, equipping them with confidence and capability as they transition back to home and community life.