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題 名 | 學校本位資優教育支援系統運作模式之探究--以雙重殊異個案為例=The Implementation of a School-based Support System for Twice-Exceptional Students |
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作 者 | 鄒小蘭; | 書刊名 | 資優教育 |
卷 期 | 105 2007.12[民96.12] |
頁 次 | 頁8-14 |
專 輯 | 學校資優教育 |
分類號 | 529.61 |
關鍵詞 | 雙重殊異學生; 資優教育支援系統; 學校本位資優教育支援系統; Twice-exceptional students; Support system of gifted education; SSGE; Support system on school-based gifted education; SSSBGE; |
語 文 | 中文(Chinese) |
中文摘要 | 本文以兩位雙重殊異的國小學生,一位為未通過資優鑑但具有資優行為的亞斯伯格症學生,一位為已通過資優鑑定的ADHD學生,接受筆者規劃之兩年資優教育服務方案為例,分別從師資、課程、行政、研究諮詢與社區五大資優教育支援系統說明如何從學校本位整合與執行資優教育支援系統,並嘗試建構學校本位資優教育支援系統運作模式的架構圖。 此架構圖包括下列要素:一、以個案與家庭為核心;二、資優教育教師、身心障礙教育教師與一教師三人共構成校內主要的師資支援系統;三、課程支援系統從內容、過程、成果與學習環境四方面進行課程調整;四、主管教育機關、特殊教育推行委員會、教師會、家長組成行政支援系統;五、教育研究與資源中心、相關系所與醫療院所、社區教育機構等所提供研諮詢與社區支援,是系統的外圍,隨時提供可進、可得、可用的資源。 筆者認為學校本位資優教育支持系統運作的重要關鍵,在於支援系統間的協調合作。例如行政支持力量,對內可以鞏固師資與課程系統,對外可以聯繫研究諮詢與社區資源,作為學校支援系統的後盾。期望能透過學校本位資優教育支援系統的建立與運作,落實以學生為中心、適性教學、發展雙重殊異學生潛能的資優教育目標。 |
英文摘要 | Two twice-exceptional elementary students were involved in this action research. The first one, with Asperger Syndrome, possesses gifted behavior but failed to pass the gifted identification; the other one, with ADHD, was formally identified as a gifted student and had received gifted education for 2 years. Based on five dimensions of support system of gifted education (SSGE), i.e., teacher, curriculum, administration, research consultation and community, it was intended to answer the following questions: 1. How to integrate and implement the SSGE on a school base? 2. How to build up a framework of implementation model with support system on school-based gifted education (SSSBGE) ? The framework, in this case, illustrates the following elements: 1. Cases and families are the core. 2. Teacher support system comprises gifted education teachers, special education teachers and regular classroom teachers. 3. Curriculum support system results from appropriate modification of content, process, product, and learning environment. 4. The administrative support system consists of the department of education, special education promotion committee, teachers association, and parents association. 5. The research consultation and community supports, derived from education research and resource centers, related hospital and medical treatment offices, and community educational organizations etc., are outside the inner circle, which offer accessible, obtainable, and useful resources at any time. It is the researcher's belief that coordination and collaboration within support systems is the key of SSSBGE. The administrative support system, for instance, would strengthen teachers and curriculum support systems inside, and serves as a prop to contact research consultation and community support systems outside. It is expected, with all these support systems, that the goal of a student-centered gifted education, an adaptive instruction, and potential development of a twiceexceptional student could be fulfilled. |
本系統中英文摘要資訊取自各篇刊載內容。