本研究引用社会工作领域的“赋权增能”理论，对视障学生的融合教育进行反思。该理论关注弱势群体的无权状态，并强调弱势群体自身能力和权力的提高与获得。赋权增能理论具有综合的视角，更宽泛的纬度，能够很好地解释视障学生参与融合教育所面临的无权境地及其背后的原因，并对视障学生运用赋权增能手段成功实现高质量融合教育的途径进行梳理。 主要研究对象为八岁视障女童Y，她是全北京第一名在普通学校就读的全盲学生。研究后期，又增补一名访谈对象J，他作为在融合教育环境下长大，现进入法律领域工作的成年视障人士，能够以“过来人”的视角，对研究结果予以补充。通过对Y的教学场所进行实地考察、对Y的母亲、班主任，以及J进行访谈，本研究得出以下结论：视障学生在进入融合教育的过程中面临着无权境地。究其原因，主要是专业支持体系的匮乏、大众心理的排斥、社会文化层面的去权、政策层面的去权。其中学校领导融合素养与理念的缺乏、教师特殊教育知识与技能的不足、学校物理环境与人文环境建设的不平衡，是构成专业支持体系匮乏的三大原因。以赋权增能理论探析本研究个案成功参与融合教育的途径，主要包括个体层面的赋权增能与家庭层面的赋权增能。其中个体层面的赋权增能包括心理赋权、技能赋权、人际交往增能；家庭层面的赋权增能主要指家长的自我赋权与内在增能，以及学校与社会对视障学生家庭的赋权增能。 基于上述研究结果，笔者从个体、家庭、学校、社会、政策几个不同面向着手，进行反思并提出建议，以期在赋权增能理论的引导下，帮助残疾学生发掘自身潜能，高质量参与融合教育，进一步推进社会融合。

This paper will use the "empowerment" theory in the field of social work to reflect on the inclusive education of students with visual impairments. The theory of empowerment focuses on the powerless status of vulnerable groups and emphasizes the improvement and acquisition of their own abilities and power. Besides, the theory of empowerment also has a comprehensive perspective and a broader latitude, which can well explain the situation that students with visual impairments are powerless to participate in inclusive education and the reasons behind, and well present the approaches that this kind of students participate in an inclusive education environment with high standard by means of empowerment. The main research object is a totally blind girl called Y, the fist totally blind child to study in a general school all around Beijing. Another interviewee J was added in the later study. As an adult with visual impairment who grew up in an inclusive environment and now works in the legal field, he is able to supplement the research results from the perspective of "experienced person". This study comes to the following conclusions through the field investigation of the teaching place and the interviews with the mother and the class teacher about individual research case Y, as well as the interviews with J: The students with visual impairment face the situation that they are powerless in the process of inclusive education. The main reasons of this are the lack of professional support system and the rejection of public psychology. Besides, socio-cultural and policy levels are also two major perspectives hindering the inclusion of students with visual impairment. Among them, the lack of inclusion quality and conception of school leaders, the deficiency of teachers' special education knowledge and skills, and the imbalance between school physical environment and humanistic environment construction are the three reasons for the lack of professional support system. This paper explores the ways to successfully participate in the inclusive education of this case through the "empowerment" theory , including empowerment at the level of the individual and the family. Empowerment at the individual level includes psychological empowerment, skill empowerment and interpersonal empowerment. Empowerment at the family level mainly refers to the self-empowerment and internal empowerment of parents and empowerment to families of students with visual impairment by schools and society. Based on the above research results, the author reflects and puts forward suggestions from the perspectives of individual, family, school, society and policy so as to help students with disabilities to explore their own potential, participate in inclusive education with high quality, and further promote social inclusion under the guidance of the "empowerment" theory .