本研究以質性研究法，深入探討一位視覺障礙學生從排名前二志願學校的普通班級的教育環境，轉學到特殊學校就讀的求學歷程，藉以了解學生從「融合」的教育環境下，轉到「隔離」的特殊學校所歷經的學習經驗及學校生活的情形。研究獲得數項發現如下：一、當學生就讀於普通學校，其自我概念、同儕地位、校園活動能力及社會參與度等各方面顯得低落；然當學生轉到特殊學校就讀，各面向的能力反而提昇。二、無論是在普通學校或是特殊學校，學生都是屬於「主流的邊緣人」。學校體系皆本著「大量化」、「一致性」的教育服務模式，要求學生達到即定「主流」的標準。三、當學生就讀於普通學校時，校園活動範圍大多限於自己的班級，其亦可視為「隔離」在某一個班級內；然當其轉安置到特殊學校時，其校園活動範圍不限於班級，擴及全校。這樣的情形實可對現今多以學校為單位，並以身心障礙學生人數多寡區分出「隔離」與「融合」教育環境的省思。四、學生從普通學校轉安置到特殊學校的過程，在熟人關係（如：同學）的發展，趨於盡可能的與障礙者在一起；反之，在生人關係（如：賣場人員）的發展，則是樂於參與社會活動，趨於融合於社會活動。

Based on qualitative research methods, this study investigates the course of schooling of a visually impaired student who was transferred from the general academic program of a second-choice vocational high school to a school for special education. The study aims at understanding the impact on the student of making this change from an environment of “inclusive education” (the vocational high school) to one of “separation” or “separate education.” In particular the researcher analyzed:(1) The impact of this particular change in learning environment on the student's self concept, peer status and social engagement; (2) the different impacts, due to different systems, of signal functions on the student; (3) the models of “quantification” and “unity” used by schools to judge whether students meet certain “mainstream” standards; (4) the ladder framework used to classify educational environments as “separation”-based or “inclusion”-based. The study found that (1) Physically challenged students are perceived as an “marginal people” once outside the mainstream, whether they are in general schools or in special schools; and (2) classification via the above models analyzes the school as a whole yet ignores many qualities of a student as an individual and as seen in peer interactions.