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題名：從生活看雙重特殊學生之特質--由一位美術才能優異的學障學生生活經歷談起
書刊名：特殊教育研究學刊
作者：黃文慧
作者(外文)：Huang, Wen-hui
出版日期：2005
卷期：28
頁次：頁289-311
主題關鍵詞：學障資優；雙重特殊；質性研究；Twice-exceptional；Gifted with LD；Qualitative research methods
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(6) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:6
  • 共同引用共同引用:25
  • 點閱點閱:169
本研究以質性研究構築兼具美術才能與學障的雙重特殊學生之生活經歷，梳理人我眼中的雙重特殊學生。由生活經歷發現，雙重特殊學生在特質可見度不明下，家長易採土法煉鋼的管教方式，造成親子關係緊張，老師、同儕對其理解較困難。人我眼中的雙重特殊學生則因環境、角色因素、呈現分歧變動的樣貌，但此位學生已漸能接受雙重能力，並以優勢為未來發展方向。研究得出三點結論： （一）隱性障礙的雙重特殊學生之生活經歷，包含「始見的罅隙」、「有光的所在」、「鼓翼的翅膀」等三階段，能力可見度呈現障礙先明後降、資優先低後升之態。 （二）他人眼中隱性障礙的雙重特殊學生，因能力非同步與相互掩蓋、缺乏辨識度高的特質限制外界理解，形塑他人眼中笨、懶、不乖的孩子、上進、聰明的天才學生、只重術科，不重學科的特權份子等變動形象。 （三）隱形障礙的雙重特殊學生眼中的自己，隨資優、障礙可見度在不同時空遞嬗而轉換，歸納六類自我：我是壞小孩、我就跟正常人沒兩樣、難聽的「名字」、又會「讀書」又會玩的人、雲端的孩子、把標籤變成名牌的不正常人。
The purpose of this qualitative research was to construct the on-going life stories of a twice-exceptional adolescent student who is an art-talented senior high school student with LD. By interviewing the student and their significant others, I tried to unforld the image of the twice-exceptional students and explore the impact of special educational labels in the daily life. There were some findings from the life study of the twice-exceptional student with hidden disability. In this family, parents had treated him with cruelly until they understood about their child's special needs. In school, he even felt some teachers looking down upon him, but once he was accepted, he would develop his own advantages. In peer relationships, he would worry if the peers noticed his disabilities. As for himself, gradually he had built up confidence of his speciality and found his own way of the future life. The impact of the gifted and disabled labels was closely related to environmental and personal factors. People tended to overlook the special needs of gifted students with hidden disability. When the performance could not fit to the expectations of the gifted side, people would be confused and amazed. Only when the student was accepted as a twice-exceptional student, he would make significant process on self development and therefore fully understanding from others might appear.
期刊論文
1.吳昆壽(20010600)。資優障礙學生家庭生態系統研究。資優教育研究，1(1)，85-109。new window  延伸查詢new window
2.Vespi, L.、Yewchuk, C.(1992)。A Phenomenological Study of the Social/Emotional Characteristics of Gifted Learning Disabled Children。Journal for the Education of the Gifted，16(1)，55-72。  new window
3.Betts, G. T.、Neihart, M.(1988)。Profiles of the gifted and talented。Gifted Child Quarterly，32(2)，248-253。  new window
4.盧台華(19951200)。殘障資優學生身心特質研究。特殊教育研究學刊，13，203-219。new window  延伸查詢new window
5.Leroux, J. A.、Levitt-Perlman, M.(2000)。The gifted child with attention deficit disorder: An identification and intervention challenge。Roeper Review，22(3)，171-176。  new window
6.Brody, Linda E.、Mills, Carol J.(1997)。Gifted Children with Learning Disabilities: A Review of the Issues。Journal of Learning Disabilities，30(3)，282-296。  new window
7.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(4)，463-479。  new window
8.黃文慧(20020600)。雙重特殊學生（2E）的研究沿流、特質與鑑定之啟示。資優教育，83，10-20。  延伸查詢new window
9.吳昆壽(19990600)。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。new window  延伸查詢new window
10.Baum, S.、Kirschenbaum, R.(1984)。Recognizing Special Talents in Learning Disabled Students。Teaching Exceptional Children，16(2)，92-98。  new window
11.Silverman, Linda Kreger(1998)。Through the Lens of Giftedness。Roeper Review，20(3)，204-210。  new window
12.Minner, S.、Prater, G.、Bloodworth, H.、Walker, S.(1987)。Referral and Placement Recommendations of Teachers toward Gifted Handicapped Children。Roeper Review，9(4)，247-249。  new window
13.Minner, S.(1989)。Initial Referral Recommendations of Teachers Toward Gifted Students with Behavioral Problems。Roeper Review，12(2)，78-80。  new window
14.Fernald, C. D.、Williams, R. A.、Droescher, S. D.(1985)。Actions Speak Louder …: Effects of Diagnostic Labels and Child Behavior on Perceptions of Children。Professional Psychology: Research and Practice，16(5)，648-660。  new window
15.Schiff, Matthew M.、Kaufnian, Alan S.、Kaufman, Nadeen L.(1981)。Scatter Analysis of WISC-R Profiles for Learning Disabled Children with Superior Intelligence。Journal of Learning Disabilities，14(7)，400-404。  new window
16.Robinson, Suzanne M.(1999)。Meeting the Needs of Students Who Are Gifted and Have Learning Disabilities。Intervention in School and Clinic，34(4)，195-204。  new window
17.Reis, S. M.、McGuire, J. M.、Neu, T. W.(2000)。Compensation Strategies Used by High-ability Students with Learning Disabilities Who Succeed in College。Gifted Child Quarterly，44(2)，123-134。  new window
18.Gottlieb, J.(1974)。Attitudes toward Retarded Children: Effects of Labeling and Academic Performance。American Journal of Mental Deficiency，79(3)，268-273。  new window
會議論文
1.Barisa, Mark T.、Rogers, Julia S.(1990)。Labeling Learning Disabled College Students。0。  new window
研究報告
1.Reis, Sally M.、Neu, Terry W.、McGuire, Joan M.(1995)。Talents in Two Places: Case Studies of High Ability Students with Learning Disabilities Who Have Achieved。Storrs, CT。  new window
2.Perkerson, Denise S.(1999)。Practices in Identification of Twice-exceptional Students in the State of Mississippi。0。  new window
學位論文
1.Kardaras, K.(1996)。Teacher Perceptions of Negative Characteristics and Their Attributions to Giftedness and/or Attention Deficit Hyperactive Disorder，Chicago, IL。  new window
圖書
1.Whitmore, Joanne Rand、Maker, C. June(1985)。Intellectual Giftedness in Disabled Persons。Rockville, MD：Aspen Systems Corp.。  new window
2.Goffman, Erving(1963)。Stigma: Notes on the Management of Spoiled Identity。Englewood Cliffs, New Jersey：Prentice-Hall。  new window
3.Becker, H. S.(1966)。The Outsiders。Glencoe, IL：Free Press。  new window
4.Ritzer, George(1983)。Sociological Theory。New York：Alfred A. Knopf。  new window
5.郭為藩(1984)。特殊兒童心理與教育。台北：文景書局。  延伸查詢new window
6.Schutz, Alfred、盧嵐蘭(1992)。舒茲論文集（第一冊）：社會現實的問題。臺北：桂冠圖書股份有限公司。  延伸查詢new window
7.Patton, Michael Quinn、吳芝儀、李奉儒(1995)。質的評鑑與研究。桂冠圖書股份有限公司。  延伸查詢new window
圖書論文
1.Yewchuk, C.、Lupart, J. L.(1993)。Gifted handicapped: A desultory Duality。Handbook of the gifted education。Boston：Allyn & Bacon。  new window
 
 
 
 
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