雙重特殊需求學生學習需求及其服務現況研究
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2022
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本研究採用質性研究取向之個案研究方式，透過訪談十位雙重特殊需求學生、十二位雙重特殊需求學生家長、十位雙重特殊需求學生教師，深入了解雙重特殊需求學生在優勢能力發展、弱勢能力補救、區分性教學、人際互動與心理環境、物理環境等面向的學習需求與服務現況。本研究發現如下：
一、90%研究對象獲得充分發展優勢的機會。
二、80%研究對象從低谷中取得提升弱勢的救命繩索。
三、教師團隊合作提升多數研究對象的優弱勢發展。
四、90%研究對象面臨挑戰的人際互動與心理環境獲得支持。
五、所有研究對象擁有設備充足的物理環境。
最後，研究者根據研究結論，分別就資優教育與雙重特殊需求學生教育政策等二部分，提出以下建議：
一、對資優教育的建議
(一)著重發現雙重特殊需求學生特質與需求。
(二)教師組成團隊，依據雙重特殊需求學生優弱勢之需求提供服
務。
二、對雙重特殊需求學生教育政策
(一)雙重特殊需求學生鑑定方式的彈性調整。
(二)提供雙重特殊需求學生資源整合平臺。
This study adopts a qualitative research-oriented case study method and semi-structured interviews to gain an in-depth understanding of the development of superior abilities, remediation of disadvantaged abilities, differentiated instruction, social interaction and psychological environ-ment, and physical environment of the ten students with twice-excep-tionality, twelve parents of twice-exceptional students, ten teachers of twice-exceptional students.The main findings were stated based on the research questions are as follows:1. 90% of the research subjects have the opportunity to fully develop their advantages.2. 80% of the research subjects obtained life-saving ropes to lift the weak from the trough.3. The teamwork of teachers enhances the development of the strengths and weaknesses of most research objects.4. The interpersonal interaction and psychological environment that 90% of the research subjects faced with challenges were supported.5. All research subjects have a physical environment with adequate equipment.Finally, according to the research conclusions, the researchers put forward the following suggestions on the two parts of gifted education and education policy for twice-exceptional students:1. Recommendations for gifted education(1) Focus on discovering the characteristics and needs of students with twice-exceptionality.(2) Teachers form a team to provide services according to the needs of students with twice-exceptionality2. Education policy for twice-exceptional students(1) Flexible adjustment of identification methods for twice-exceptional students.(2) Provide a resource integration platform for twice-exceptional students.
This study adopts a qualitative research-oriented case study method and semi-structured interviews to gain an in-depth understanding of the development of superior abilities, remediation of disadvantaged abilities, differentiated instruction, social interaction and psychological environ-ment, and physical environment of the ten students with twice-excep-tionality, twelve parents of twice-exceptional students, ten teachers of twice-exceptional students.The main findings were stated based on the research questions are as follows:1. 90% of the research subjects have the opportunity to fully develop their advantages.2. 80% of the research subjects obtained life-saving ropes to lift the weak from the trough.3. The teamwork of teachers enhances the development of the strengths and weaknesses of most research objects.4. The interpersonal interaction and psychological environment that 90% of the research subjects faced with challenges were supported.5. All research subjects have a physical environment with adequate equipment.Finally, according to the research conclusions, the researchers put forward the following suggestions on the two parts of gifted education and education policy for twice-exceptional students:1. Recommendations for gifted education(1) Focus on discovering the characteristics and needs of students with twice-exceptionality.(2) Teachers form a team to provide services according to the needs of students with twice-exceptionality2. Education policy for twice-exceptional students(1) Flexible adjustment of identification methods for twice-exceptional students.(2) Provide a resource integration platform for twice-exceptional students.
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雙重特殊需求學生, 學習需求, 雙重特殊需求學生才能中心發展模式, 發展優勢, 補救弱勢, twice-exceptionality, twice-exceptional students, Talent-centered Model, learning needs, strength-based, remediation of disadvantaged abilities