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題名：資優殘障學生教育現況與問題調查研究
書刊名：特殊教育與復健學報
作者：吳昆壽 引用關係
作者(外文)：Wu, Kuen-shouh
出版日期：1999
卷期：7
頁次：頁1-32
主題關鍵詞：資優殘障學生；教育
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(8) 博士論文(5) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:8
  • 共同引用共同引用:56
  • 點閱點閱:74
　　　　　資優殘障學生受到注意是晚近一、二十年的事，但對於其教育現況與問題則較缺 乏實徵性的探討。本研究抽樣調查了國內774所國民中小學及六所特殊學校，在總調查人數 583.464人當中，發現73位資優殘障學生。本研究使用問卷調查及實地訪談方式，以瞭解資 優殘障學生的教育現況與問題，獲得如下結論： 一、資優殘障學生大多被安置於普通班中；以資優的聽障的學生為多。 二、資優殘障學生（1）理解力和記憶力佳，（2）學習動機強，（3）以一般的課業學習 為重，（4）家長展現高度的關懷與支持；但（1）表達能力及（2）對課業壓力的承受度低。 三、資優殘障學生（1）健康狀況良好、活力充沛，（2）情緒穩定，（3）課業表現優良、 對自我有高的期望，（4）能被同學接納，（5）能自我了解、自我接納；但對於（1）工作的 持續力，（2）挫折的容忍度，（3）溝通能力，及（4）自信心較差。 四、資優殘障學生的老師感覺最迫切需要的是：（1）相關團隊的合作，（2）人格輔導的 策略，（3）專業知能的進修，（4）專長教師的諮詢，及（5）教學策略的運用。 五、資優殘障學生最迫切的需求是：（1）彈性開放的升學管道，（2）專長的指導老師， （3）生涯的規劃與輔導，及（4）社會大眾的支持。 根據研究結果，本研究提出如下的建議：(一)重視資優殘障學生的教育安置問題，(二) 加強資優殘障學生的學習與心理輔導，(三)重視專業團隊的合作並提昇教師的專業知能，(四) 暢通資優殘障學生的升學管道，(五)教導社會大眾接納資優殘障學生。
　　　　　Until the larest two decades, people have begun to pay attention to the gifted handicapped students. However, practical studies in educational status of the gifted handicapped and related issues have been lacking. A random sample was taken from 774 elementary and secondary schools and six special schools for exceptional students in this study. There were 73 gifted handicapped students who were identified from the 583,464 subjects. Mail questionnaires and face-to-face interviews were employed in this study. From the analysis of data, the following results were found: 1.Most of the gifted handicapped were placed in regular classrooms. The majority of the gifted handicapped were students with hearing impairments. 2.Apart from having good comprehension and memory, the gifted handicapped had strong motive of learning. They put heavy rate of time in pursuing academic achievement. The parents were concemed about and supported their gifted handicapped children. However, the gifted handicapped were weak in communication and endurance of stress in academic learning. 3.The gifted handicapped showed the following strength : health, vigorous, stable emotion, academic accomplishment, self-expectation, accepted by peers, self-understanding, and self-accept. However, they also appeared the following weakness: task duration, tolerance of frustration, communication, and self-confidence. 4.The followings were the most pressing needs that the teachers of the gifted handicapped have expressed: (1) cooperation of related professional teams, (2) strategies of personality counseling, (3) inservice training in professional knowledge, (4) cpnsultation from professional persons, and (5) usage of teaching strategies. 5.The followings were the most urgent needs that the teachers for the gifted handicapped have indicated: (1) elastic and opened paths of school entrance, (2) mentorship, (3) career planning and guidance, (4) supports from the general public. Based on the findings of this study, the following recommendations were proposed: (1) paying heavy attention to the placement of the gifted handicapped (2) strengthening the guidance of the gifted handicapped students' learning and psychological adaptation, (3) emphasizing the importance of multidisciplinary approaches and enhancing teachers' professional knowledge and skills, (4) smoothing the paths of school entrance for the gifted handicapped, and (5) teaching the general pubic to accept the gofted handicapped.
期刊論文
1.Gersten, R.、Camine, D.、Woodward, J.(1988)。Direct instruction research: The third decade。Remedial and Special Education，8(6)，48-56。  new window
2.黃瑞珍(19870300)。資優的聽覺障礙學生。資優教育，22，16-19。  延伸查詢new window
3.Whitmore, J. R.(1981)。Gifted children with handicapping conditions: A new frontier。Exceptional chidren，48(2)，106-114。  new window
4.Vespi, L.、Yewchuk, V.(1992)。A phenomendogical study of the social/emotional characteristics of gifted learning disabled child。Journal for the education of the gifted，16(1)，55-72。  new window
5.Pledgie, T. K.(1982)。Giftedness among handicapped children: Identification and programming。Journal of Special Education，16(2)，221-227。  new window
6.Kames, M. B.、Shwedel, A. M.、Lewis, G. F.(1983)。Long-term effects of early programming for the gifted/talented handicapped。Journal of the Education of the Gifted，6(4)，266-278。  new window
7.Johnsen, S. K.、Corn, A. L.(1989)。The past, present. And future of education for gifted children with sensory and/or physical disabilities。Roeper Review，12(1)，13-23。  new window
8.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
9.吳武典(19970600)。教育改革與資優教育。資優教育，63，1-7。  延伸查詢new window
10.毛連塭(19911200)。特才殘障者的潛能開發與教育。資優教育，41，1-2。  延伸查詢new window
11.李翠玲(19891200)。資優殘障學生與未來成為傑出人才的關聯。資優教育，33，15-16。  延伸查詢new window
12.李翠玲(19891200)。無聲的「畫」與「話」--從黃美廉的成長路中看我國資優殘障學生的教育問題。資優教育，33，17-19。  延伸查詢new window
13.李美華(19920900)。資賦優異障礙兒童。資優教育，44，25-28。  延伸查詢new window
14.吳武典(19950600)。殘障者潛能發展方案芻議。資優教育，55，1-7。  延伸查詢new window
15.吳昆壽(19920900)。發展障礙兒童的特殊才能。特教園丁，8(1)，22-26。  延伸查詢new window
16.吳昆壽(1997)。普通班級中資優兒童的適性教育。特教之友，8，4-10。  延伸查詢new window
17.陳昭儀(19970900)。良師引導模式之實施與應用。資優教育，64，11-19+10。  延伸查詢new window
18.張蓓莉(19861200)。資優殘障兒童教育。特殊教育季刊，21，5-9。new window  延伸查詢new window
19.Carnine, D.(1989)。Teaching complex context to learning disabled students: The role of technology。Exceptional Children，55(6)，524-533。  new window
20.Corn, A. L.、Bishop, V. E.(1983)。Educating teachers of the gifted-handicapped: A survey of teacher education programs。Journal for the Education of the Gifted，7(2)，137-145。  new window
21.Cramer, R. H.(1991)。The education of gifted children in the United States: A delphi study。Gifted Child Quarterly，35(2)，84-91。  new window
22.Feldhusen, J. F.、Hoover, S. M.(1986)。A conception of giftedness: Intelligence, self-concept and motivation。Roeper Review，8(3)，140-142。  new window
23.Gallagher, J. J.(1988)。National agenda for educating gifted students of priorities。Exceptional Children，55，107-114。  new window
24.Karnes, M. B.(1984)。A demonstration/outreach model for young gifted/talented handicapped。Roeper Review，7(1)，23-26。  new window
25.Maker, C. J.(1976)。Searching for giftedness and talent in children with handicaps。The School Psychology Digest，5，24-36。  new window
26.Mauser, A. J.(1981)。Programming strategies for pupils with disabilities who are gifted。Rehabilitation Literature，42(9/10)，270-275。  new window
27.Porter, R. M.(1982)。The gifted handicapped: A status report。Roeper Review，4(3)，24-25。  new window
28.Scruggs, T. E.、Mastropieri, M. A.、Monson, J.、Jorgensen, C.(1985)。Maximizing what gifted students can learn: Recent finding of learning strategy research。Gifted Child Quarterly，29(4)，181-185。  new window
29.Sisk, D.(1973)。Relationship between self-concept and creativity: Theory into practice。Gifted Child Quarterly，16，229-234。  new window
30.Whitmore, J. R.(1989)。Four leading advocates for gifted students with disabilities。Roeper Review，12(1)，5-13。  new window
31.Yewchuk, C. R.、Bibby, M. A.(1989)。The handicapped gifted child: Problems of identification and programming。Canadian Journal of Education，14(1)，102-108。  new window
32.盧台華(19960900)。特定族群資優教育。資優教育，60，8-17。  延伸查詢new window
33.盧台華(19891200)。資優生的生涯發展。資優教育，33，1-7。  延伸查詢new window
34.邱上真(19910700)。學習策略教學的理論與實際。特殊教育與復健學報，1，1-49。new window  延伸查詢new window
35.吳武典(19861200)。重視資優的殘障者之教育。資優教育季刊，21。  延伸查詢new window
學位論文
1.吳昆壽(1996)。Teachers' perspective for developing programming for the gifted handicapped(博士論文)。The Ohio State University。  new window
2.李翠玲(1990)。傑出肢體障礙人士生涯歷程及其影響因素之探討(碩士論文)。國立臺灣師範大學。  延伸查詢new window
圖書
1.Leonard, J. E.(1978)。Chapel Hill services to the gifted handicapped: A project summary。Chapel Hill, NC：Chapel Hill Training-Outreach Project。  new window
2.Maker, C. J.(1977)。Providing programs for the gifted handicapped。Reston, VA：The Council for Exceptional Children。  new window
3.Whitmore, J. R.、Maker, C. J.(1985)。Intellectual giftedness in disabled persons。Rockville, MD：Aspen。  new window
4.吳昆壽(1993)。國小資優生與普通生認知風格、學習策略與學業成就關係之研究。  延伸查詢new window
5.(1997)。啓明苑通訊。台南師範學院視障師訓班。  延伸查詢new window
6.Friedrichs, T. P.(1990)。Gifted handicapped students: The way forward。Richmond, VA：state Department of Education。  new window
7.Gallagher, J. J.、Gallagher, S. A.(1994)。Teaching gifted child。Boston, MA：Allyn and Bacon。  new window
8.Maker, C. J.、Redden, M. R.、Tonelson, S.、Howell, R. M.(1978)。The selfperceptions of successful handicapped scientists。Albuquerque, NM：University of New Mexico, The Department of Special Education。  new window
9.Davis, G. A.、Rimm, S. B.(1994)。Education of the gifted and talented。Boston。  new window
圖書論文
1.Karnes, M. B.、Johnson, L. J.(1991)。Gifted handicapped。Handbook of gifted education。Boston：Allyn & Bacon。  new window
2.Walberg, H. J.(1988)。Creativity and talent as learning。The nature of creativity: Contemporary Psychological Perspectives。Cambridge University Press。  new window
3.吳武典、林寶貴(1992)。特殊兒童綜合輔導手冊--第二次全國特殊兒童普査結果之應用。特殊兒童輔導手冊。教育部第二次全國特殊兒童普查工作執行小組。  延伸查詢new window
4.Jacobs, L. M.(1983)。The deaf: Handicapped by public ignorance。Reflections on growing up disabled。Reston, VA：Council for Exceptional Children。  new window
5.Johnson, D. W.、Johnson, R. T.(1984)。Classroom learning structure and attitudes toward handicapped students in mainstream settings: A theoretical model and research evidence。Attitudes and attitude change in special education: Theory and practice。Reston, VA：Council for Exceptional Children。  new window
6.Lloyd, J.、Epstein, M. H.、Cullinan, D.(1981)。Direct teaching for learning disabilities。Developmental theory and research in learning disabilities。Baltimore, MD：University Park Press。  new window
7.Robertson, J.(1985)。Adults incurring severe disabilities。Intellectual giftedness in disabled persons。Rockville, MD：Aspen。  new window
8.Udall, A. J.(1985)。Chapter reaction (to' Intellectually gifted persons with specific learning disabilities’)。Intellectual giftedness in disabled persons。Rockville, MD：Aspen。  new window
9.Yewchuk, C. R.、Lupark, J. L.(1993)。Gifted handicapped: A desultory duality。International handbook of research and development of giftedness and talent。Pergamon Press, Inc.。  new window
 
 
 
 
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