資優與障礙的融合學習:以「學前資優幼兒多元智能與問題解決能力充實方案」為例
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Date
2011-09-??
Authors
郭靜姿
Ching-Chih Kuo
Journal Title
Journal ISSN
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Publisher
國立臺灣師範大學特殊教育中心
National Taiwan Normal University Special Education Center
National Taiwan Normal University Special Education Center
Abstract
「學前資優幼見多元智能與問題解決能力充實方案」為國科會補助筆者的研究計畫，實施期程自2003年8 月至2006年7 月，對象為四歲及五歲的學前資優幼見，共培育了41 位正常資優及10位雙重需求幼見。作者於文中介紹融合教學情境下雙重需求幼見的表現，並提供六位雙重需求見童進入小學後優勢才能發展的情形。基於雙重學生表現良好，作者認為學前障礙資優幼見優勢能力的發展值得教育人員重視及推動，讀特殊教育學生融合學習的理想能在資優教育中實現。
The “ Enrichment Program for Cultivating Problem Solving Abilities and Multiple Intelligences for Gifted Preschoolers", supported by National Science Council, was established between 2003 and 2006 by National Taiwan Normal University in order to develop young gifted children with multiple intelligences, their problem solving abilities and creativity. Subjects were gifted preschoolers aged 4 to 5 years, including 41 gifted preschoolers and 10 twice exceptional children. This paper examines twice exceptional children's performance in inclusive settings and the talent development of six twice exceptional children after entering elementary schools. The excellent performance and progress of children verified this program worked very well, including the implementation of inclusive education. Individual talent development of gifted children with disabilities deserves educators' attention in order to best practice inclusion in gifted education.
The “ Enrichment Program for Cultivating Problem Solving Abilities and Multiple Intelligences for Gifted Preschoolers", supported by National Science Council, was established between 2003 and 2006 by National Taiwan Normal University in order to develop young gifted children with multiple intelligences, their problem solving abilities and creativity. Subjects were gifted preschoolers aged 4 to 5 years, including 41 gifted preschoolers and 10 twice exceptional children. This paper examines twice exceptional children's performance in inclusive settings and the talent development of six twice exceptional children after entering elementary schools. The excellent performance and progress of children verified this program worked very well, including the implementation of inclusive education. Individual talent development of gifted children with disabilities deserves educators' attention in order to best practice inclusion in gifted education.