國小雙重特教需求學生之優勢才能發展與學校適應
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Date
2011
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Abstract
本研究採用質性研究法，探討六位國小雙重特教需求學生在優勢才能發展與學校適應的經驗與現況。研究者透過和六位研究對象與他們的主要照顧者、教師，共21位研究參與者，以半結構的方式進行訪談、互動，並運用文件、書籍、影片等方式搜集相關資料。研究結果發現：
一、優勢才能發展方面：1.早期觀察，培養優勢才能發展；2.學校為主要學習場域；3.興趣與得到肯定為持續發展動力。
二、學校適應方面：1.僅少數研究對象能同時滿足雙重特教需求；2.學習態度影響學業表現成果；3.良好師生互動關係為學習後盾；4.多數研究對象有互相扶持之同儕關係；5.感官障礙之研究對象較能接受自我障礙。
三、影響優勢才能發展與學校適應因素：
（一）個人方面：1.人格特質為最大影響主因；2.面對內在差異的不同反應；3.需要擁有成就感之舞台。
（二）家庭方面：1.父母以適合孩子特質之方式相處；2.父母的自我成長有助於孩子發展；3.父母對孩子的優勢才能發展給予高度支持。
（三）學校方面：1.多能根據雙重特教需求特質給予調整；2.對雙重特教需求學生之滿足能力不一；3.教師了解雙重特教需求學生狀況；4.優勢才能發展教師之專業與教學方法符合學生需要。
根據以上之研究結論，最後提出建議供給雙重特教需求學生、家有雙重特教需求孩子之父母、學校與相關實務工作人員參考。
ABSTRACT This study, adopted a qualitative approach, was designed to explore the experiences and current status of both talent development and social adjustment among six twice-exceptional students of elementary school age. Semi-structured interviews with several main caregivers and instructors of these six students, including collection of documents, books, and videos, were carried out and were analyzed using the qualitative analysis. The results were as follows: 1. The study on aspect of talent development tended to focus on early observation and participation in talent promotion programs, schools as a key learning area, and the influences of students’ learning and appreciation in achievement. 2. The findings to the school adjustment were: (a) inadequate professional educational service for twice-exceptional students, (b) effect of positive learning attitudes on academic achievement, (c) positive effect of a good teacher student relationship on students’ learning, (d) benefits of peer interaction and friendship, and (e) those gifted and talented students with sensory disabilities having higher self acceptance and being comfortable with who they are. 3. A number of factors influenced the students’ talent development and school adjustment. They could be categorized as follows: (1) Personal factor: (a) personality traits was found to have a strong direct positive effect; (b) understanding the difference between extreme ability and disability and accepting each other was important; (c) to help the twice-exceptional student feel a real sense of achievement was necessary. (2) Family factor: (a) a good parent-child relationship should be established in a considerable part of child’s personality characteristics; (b) parent participation in further education could help their child discover and develop talents; and (c) parents were encouraged to directly and actively support their child in talent development and achievement. (3) School factor: (a) adapting the curriculum to meet the needs of the twice-exceptional students was necessary; (b) there was a different set of requirement for meeting the needs of twice exceptional students; (c) teachers needed to well understand the learning needs of twice-exceptional students; and (d) teachers were encouraged to improve teaching strategies to meet multiple needs of twice-exceptional students. This study concluded with suggestions for twice-exceptional students, their parents, school administrators, and practiced teachers for future research.
ABSTRACT This study, adopted a qualitative approach, was designed to explore the experiences and current status of both talent development and social adjustment among six twice-exceptional students of elementary school age. Semi-structured interviews with several main caregivers and instructors of these six students, including collection of documents, books, and videos, were carried out and were analyzed using the qualitative analysis. The results were as follows: 1. The study on aspect of talent development tended to focus on early observation and participation in talent promotion programs, schools as a key learning area, and the influences of students’ learning and appreciation in achievement. 2. The findings to the school adjustment were: (a) inadequate professional educational service for twice-exceptional students, (b) effect of positive learning attitudes on academic achievement, (c) positive effect of a good teacher student relationship on students’ learning, (d) benefits of peer interaction and friendship, and (e) those gifted and talented students with sensory disabilities having higher self acceptance and being comfortable with who they are. 3. A number of factors influenced the students’ talent development and school adjustment. They could be categorized as follows: (1) Personal factor: (a) personality traits was found to have a strong direct positive effect; (b) understanding the difference between extreme ability and disability and accepting each other was important; (c) to help the twice-exceptional student feel a real sense of achievement was necessary. (2) Family factor: (a) a good parent-child relationship should be established in a considerable part of child’s personality characteristics; (b) parent participation in further education could help their child discover and develop talents; and (c) parents were encouraged to directly and actively support their child in talent development and achievement. (3) School factor: (a) adapting the curriculum to meet the needs of the twice-exceptional students was necessary; (b) there was a different set of requirement for meeting the needs of twice exceptional students; (c) teachers needed to well understand the learning needs of twice-exceptional students; and (d) teachers were encouraged to improve teaching strategies to meet multiple needs of twice-exceptional students. This study concluded with suggestions for twice-exceptional students, their parents, school administrators, and practiced teachers for future research.
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國民小學, 雙重特教需求學生, 優勢才能, 學校適應, 質性研究, elementary school, twice-exceptional student, talent development, school adjustment, qualitative research