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|Other Titles:||Action Research on Support-Service Systems for Gifted Students with Disabilities|
National Taiwan Normal University Department of Special Education
Purpose: The purpose of this action research was to establish support-service systems for gifted students with disabilities. Methods: Nine participants from six elementary schools were enrolled in this study and three subsystems of support services, including the participants, their families, and the schools they attended, were discussed with regard to their importance, urgency, and feasibility. The frame and procedure of creating supportservice systems for gifted students with disabilities were established through action research by providing direct and indirect interventions. Results/Findings: The main findings were as follows: (1) The interventions included establishing parents’ study groups; making experience-sharing and mutual-help plans for the family subsystem; providing holiday-enrichment curricula, teaching assistance, distance education, and resource referrals for the student subsystem; and indirect advocacy, curriculum and instructional practices sharing, and telephone counseling for the school subsystem. (2) The structures and contents of the amended support-service systems were: (a) In the student subsystem: analyzing strengths and weaknesses, offering programs with advantages, compensating disadvantage with advantage, cultivating a positive selfconcept, and providing a platform for them. (b) In the family subsystem: enhancing parenting knowledge, expanding manpower, adjusting expenses, encouraging parents to have faith in their children, and providing sustained resources according to the children’s strengths and weaknesses. (c) In the school subsystem: providing administration and policy support, engaging in interdisciplinary teaching teamwork, adjusting the curricula, actively offering training to teachers, and building internal and external databases with experts and the community. (d) Four types were determined after assessing the participants’ strengths and weaknesses with the support-service systems provided in the study. In addition, studying the
|Appears in Collections:||特殊教育研究學刊|
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