身心障礙資優生優弱勢分析結果之探究

A Research through Strengths and Weaknesses Analysis Results of Gifted Students with Disabilities

10.6768/JSE.201106.0057

鄒小蘭(Hsiao-Lan Tsou)；盧台華(Tai-Hwa Lu)

身心障礙資優生 ； 優弱勢分析 ； gifted students with disabilities ； strengths and weaknesses analysis

特殊教育學報

33期（2011 / 06 / 01）

57 - 92

繁體中文

本研究對象爲國小一至六年級亞斯伯格症資優生、高功能自閉症資優生、注意力缺陷過動症資優生與學習障礙資優生，共計九名。採多元評量與多資料來源進行優弱勢分析，包括標準化測驗量表檢核、半結構式訪談和文件分析等策略，藉以了解身心障礙資優生優勢潛能與弱勢困難，做爲未來介入服務之依據。綜合本研究主要發現如下：一、本研究個案在魏氏兒童智力量表（第四版）之全量表或組合量表智商至少爲120。全量表智商以亞斯伯格症資優生最高，學障資優生最低；處理速度共同偏低。二、本研究個案在陶倫斯創造思考測驗全量表得分皆偏低，分測驗以精密力表現較佳。三、本研究個案在學生自評之多元智能量表表現歧異，有高估或低估現象。四、本研究個案在家長評定之行爲與情緒量表顯見人際關係分量表爲共同弱勢。五、本研究個案在校多數科目表現優等；家長對個案的弱勢覺知較優勢明確。六、本研究從語文理解、知覺推理、創造思考、多元智能、情緒管理、人際互動與學習動機七個向度綜合評析個案優弱勢。本研究個案共同優勢爲詞彙與常識豐富、喜好閱讀、記憶力佳、圖形設計與推理良好；共同弱勢爲處理速度慢、書寫不佳、創意技巧不足、遇困難易放棄、不善人際互動與情緒管理待加強。

This research was to investigate and analyze the strengths and weaknesses of gifted students with disabilities. There were nine subjects from 1st to 6th grade elementary school students, including gifted students with AS, HFA, ADHD, and LD. Data collected through standardized tests, questionnaire, check with non-standardized interview, and document analysis of multiple strategies in order to understand the strengths of gifted students with disabilities and disadvantaged potential difficulties. The main findings were outlined below:1. This research applied the Wechsler Intelligence Scale for Children (4th ed.) to all subjects, and all students scored low on Processing Speed Index as a result.2. All students' Torrance Creativity Test full scores were low.3. There were over or underestimate the abilities according to the self-assessment of multiple intelligence scale performance differences.4. The results of all students’ Behavior and Emotional Assessment by parents, were different, but the interpersonal subscales were common weak.5. Parents were more aware of the weakness than the strength of all students' academic subjects in school performance superior.6. This research consolidated material of seven aspects from various sources and multiple scale assessments covering. By using this information, the researcher were able to effectively analyze the strengths and weaknesses of the subjects. The different types of gifted students with disabilities advantage of strengths and weaknesses have similarities and differences. The strengths were rich of vocabulary and common sense, love to read, good memory, graphic design, and reasoning. The weaknesses were processing speed, poor writing, lacking of creative skills, easy to give up, and poor social interaction and emotional management.

1. 鄒小蘭、盧台華(2007)。敘說故事課程對亞斯伯格症資優生語言表達技巧影響之試探研究。特殊教育學報，25，109-136。
   連結：
2. Colorado Department of Education. (2006).Twice-exceptional students: Gifted students with disabilities: An introductory resource book. Retrieved from http:// www.cde.state.co.us/gt/download/pdf/TwiceExceptionalResourceHandbook.pdf
3. 特殊教育法(1997)。中華民國86 年5 月14日總統華總一義字第 8600112820 號令修正公布。
4. 張曉雯譯(2011 年3 月26 日)。智商勝愛因斯坦──美童創新理論。中央社。取自http://www.cna.com. tw/ShowNews/Detail.aspx?pNewsID=201103260002&pType0=aEDU
5. 特殊教育法施行細則(2002)。中華民國91年4 月15 日教育部(91)臺參字第91049522 號令修正發布。
6. National Association for Gifted Children.(2006). NAGC standards. Retrieved from http://www.nagc.org/uploaded-Files/PDF/Standards_PDFs/k12GTstandardsbrochure.pdf
7. 特殊教育法(2009)。中華民國98 年11 月18 日總統華總一義字第09800289381號令修正公布。
8. MAXQDA (2008). MAXQDA-the art of text analysis online tutorial. Retrieved from http://www.maxqda. com/
9. Baldwin, A. Y.,Vialle, W.(1999).The many faces of giftedness: Lifting the masks.Belmont, CA:International Thomson Publishing.
10. Baum, S.(1990).Gifted but learning disabled: A puzzling paradox.Learning,19,49-51.
11. Baum, S. M.,Olenchak, F. R.(2002).The alphabet children: GT, ADHD, and more.Exceptionality,10,77-91.
12. Baum, S.,Olenchak, F. R.,Owen, S. V.(1998).Gifted students with attention deficits: Fact and/or fiction? Or, can we see the forest for the trees?.Gifted Chlid Quarterly,42(2),96-104.
13. Brody, L. E.,Mills, C. J.(1997).Gifted children with learning disabilities: A review of the issues.Journal of Learning Disabilities,30(3),282-286.
14. Clark, B.(2002).Growing up gifted: Developing the potential of children at home and at school.Upper Saddle River, NJ:Merrill/Prentice Hall.
15. Cline, S.,Hedgeman, K.(2001).Gifted children with disabilities.Gifted Child Today,24(3),16-24.
16. Colangelo, N.(ed.),Davis, G.(ed.)(2003).Handbook of gifted education.Boston MA:Allyn and Bacon.
17. Coleman, M. R.(2003).The identification of students who are gifted.Arlington, VA:ERIC Clearinghouse on Disabilities and Gifted Education.
18. Coleman, M. R.(1992).A comparison of how gifted/LD and average/LD boys cope with school frustration.Journal for the Education of the Gifted,15,239-265.
19. Coleman, M. R.,Gallagher, J. J.(1995).State identification policies: Gifted students from special populations.Roeper Review,17,268-275.
20. Fine, L.(2001).Diamonds in the rough.Education Week,21(8),38-42.
21. Fox, H. L.(ed.),Brody, L.(ed.),Tobin, D.(ed.)(1983).learning disabled/gifted children: Identification and programming.Austin, TX:PRO-ED.
22. Friedrichs, T.(2001).Distinguishing characteristics of gifted students with disabilities.Waco, TX:Prufrock Press.
23. Griswold, D. E.,Barnhill, G. P.,Myles, B. S.,Hagiwara, T.,Simpson, R. L.(2002).Asperger syndrome and academic achievement.Focus on Autism and Other Developmental Disabilities,17,94-102.
24. Hannah, C. L.,Shore, B. M.(1995).Metacognitive and high intellectual ability: Insights from the study of learning disabled gifted students.Gifted Child Quarterly,39(2),95-109.
25. Hartnett, D. N.,Nelson, J. M.,Rinn, A. N.(2004).Gifted or ADHD? The possibilities of misdiagnosis.Roeper Review,26,73.
26. Heller, K. A.(ed.),Monks, F. J.(ed.),Passow, A. H.(ed.)(1993).International handbook of research and development of giftedness and talent.New York:Pergamon.
27. Henderson, L. M.(2001).Asperger's syndrome in gifted individuals.Gifted Child Today,24(3),28-36.
28. Horowitz, S. H.(2007).Giftedness and LD: Twice exceptional and still struggling.Children's Voice,16(6),18-19.
29. Karnes, F. A.(2004).Appropriate practices for screening, identifying, and instructing gifted/disabled youth.Hattiesburg, MS:University of Southern Mississippi.
30. Karnes, F. A.,Shaunessy, E.,Bisland, E.(2004).Gifted students with disabilities: Are we finding them?.Gifted Child Today,27(4),16-22.
31. Kay, K.(2000).Uniquely gifted: Identifying and meeting the needs of the twiceexceptional student.Gilsum, NH:Avocus Publishing Inc..
32. Kay, K.(ed.)(2000).Uniquely gifted: Identifying and meeting the needs of twice exceptional student.Gilsum, NH:Avocus Publishing.
33. Liu, Y. H.,Lien, J.(2005).Discovering gifted children in pediatric practice.Journal of Developmental and Behavioral Pediatrics,26,366-369.
34. Mann, R. L.(2006).Effective teaching strategies for gifted/learning-disabled students with spatial strengths.The Journal of Secondary Gifted Education,17(2),112-123.
35. Montgomer, D.(ed.)(2003).Gifted and talented children with special educational needs: Double exceptionality.London:David Fulton Publishers.
36. Morison, W. F.,Omdall, S. N.(2000).The twice exceptional student.Reclaiming Children and Youth,9,103-106.
37. Neihart, M.(2000).Gifted children with asperger's syndrome.Gifted Chlid Quarterly,44(4),222-230.
38. Newman, T. M.(ed.),Sternberg, R. J.(ed.)(2004).Students with both gifts and learning disabilities: Identification, assessment, and outcomes.New York:Kluwer Academic.
39. Nielsen, M. E.(2002).Gifted students with learning disabilities: Recommendations for identification and programming.Exceptionality,10(2),93-111.
40. Nielsen, M. E.,Higgins, L. D.(2005).The eye of the storm: Services and programs for twice-exceptional learners.Teaching Exceptional Children,38(1),8-15.
41. Nielsen, M. E.,Higgins, L. D.,Hammond, A. E.,Williams, R. A.(1993).Gifted children with disabilities.Gifted Child Today,16(5),9-12.
42. Nielsen, M. E.,Higgins, L. D.,Wilkinson, S. C.,Webb, K. W.(1994).Helping twice-exceptional students to succeed in high school: A program description.The Journal of Secondary Gifted Education,5(3),35-39.
43. Reis, S. M.,Neu, T. W.,McGuire, J. M.(1997).Case studies of high-ability students with learning disabilities who have achieved.Exceptional Children,63,463-479.
44. Roeper, A.(1996).Reflections from Annemarie.Roeper Review,18(3),224-231.
45. Schoplar, E.(ed.),Mesibov, G. B.(ed.)(1995).Learning and cognition in autism.New York:Plenum Press.
46. Strop, J.,Goldman, D.(2002).The affective side: Emotional issues of twice exceptional students.Understanding Our Gifted,14,28-29.
47. Torrance, E. P.(1970).Broading concepts of giftedness in the 70's.Gifted Child Quarterly,14,199-208.
48. Vespi, L.,Yewchuk, C.(1992).A phenomologicalstudy of the social/emotional characteristics of gifted learning disabled children.Journal for the Education of the Gifted,16(1),55-72.
49. Whitmore, J. R.,,Maker, C. J.(1985).Intellectual giftedness in disabled persons.Rockville, MD:Aspen Publications.
50. Zentall, S. S.,Moon, S. M.,Hall, A. M.,Grskovic, J. A.(2001).Learning and motivational characteristics of boys with AD/HD and/or giftedness.Exceptional Children,67(4),499-519.
51. 吳昆壽(2001)。資優障礙學生家庭生態系統研究。資優教育研究，1(1)，85-110。
52. 吳昆壽(1999)。資優殘障學生教育現況與問題調查研究。特殊教育與復健學報，7，1-32。
53. 吳武典(1986)。重視資優的殘障者之教育。特殊教育季刊，21，1。
54. 吳武典(2007)。多元智能量表乙式指導手冊。臺北市:心理。
55. 吳武典、張正芬、盧台華、邱紹春(2004)。文蘭適應行為量表指導手冊。臺北市:心理。
56. 李乙明修訂(2006)。陶倫斯創造思考測驗圖形版語文版指導手冊。臺北市:心理。
57. 林本炫。質性研究資料分析電腦軟體WinMax & ATLAS.ti 操作手冊。
58. 洪儷瑜(1995)。學習障礙者教育。臺北市:心理。
59. 特教園丁雜誌社主編(1997)。特殊兒童的心理及教育。臺北市:五南圖書出版公司。
60. 張正芬(2007)。亞斯柏格資優生適性教育方案第一年成果簡介。「96 年度數理特殊教育專題研究計畫」成果討論會論文集，臺北市:
61. 張蓓莉(1986)。資優殘障兒童教育。特殊教育季刊，21，5-9。
62. 陳榮華修訂、陳心怡修訂(2007)。魏氏兒童智力量表第四版指導手冊。臺北市:中國行為科學社。
63. 楊宗仁(2001)。行為與情緒評量表指導手冊。臺北市:心理。
64. 盧台華(1995)。殘障資優學生身心特質研究。特殊教育研究學刊，13，203-220。
65. 盧台華(1986)。談資優兼學習障礙學生的教育。特殊教育季刊，21，10-13。
66. 盧台華、鄒小蘭(2007)。弱勢群體資優。資優教育白皮書公聽會，臺北市:

1. 陳勇祥(2018)。輕度自閉症資優學生失敗經驗的情感調節及復原歷程之研究。特殊教育研究學刊，43(3)，29-55。
2. 陳宥妤(2021)。雙重特殊需求學生個案研究－以國小聽覺障礙資優生為例。資優教育季刊，155，13-23。
3. 梁斐瑜(2016)。一位星星王子的音樂特殊才能發展歷程：同儕師徒學習模式。特殊教育研究學刊，41(2)，89-116。
4. 梁斐瑜(2017)。障礙資優流動狀態中的模糊性：論雙重殊異之鑑定困境。資優教育，145，11-20。
5. 盧台華、鄒小蘭(2015)。身心障礙資優學生支援服務系統建構之行動研究。特殊教育研究學刊，40(2)，1-29。
6. 邱昱東,邱羽逢(2023)。身心障礙資優大學生與身心障礙同儕關係之探討。學生事務與輔導，62(1)，35-50。
7. 葉佩文,姜忠信,林姿伶(2021)。高功能自閉症類群障礙兒童的適應行為表現與智力和症狀嚴重度之關係探究。中華心理學刊，63(3)，285-307。
8. 趙家琛,陳嫺霓,吳怡慧(2018)。一位資優自閉症國中生家長替代親職壓力與親職效能之個案研究。特殊教育發展期刊，65，39-52。
9. (2023)。技術型高中學習障礙學生在魏氏兒童智力量表第五版表現之初探。特殊教育季刊，168，25-36。