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| 題 名 | 輕度自閉症資優學生優勢的校外延展與生涯發展:支持策略與多元途徑實踐之案例=Extending the Strengths of Gifted Students with Mild Autism beyond School: Case-Based Practices in Support Strategies and Diversified Pathways for Career Development |
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| 作 者 | 陳勇祥; | 書刊名 | 雲嘉特教期刊 |
| 卷 期 | 41 2025.05[民114.05] |
| 頁 次 | 頁21-28 |
| 分類號 | 529.61 |
| 關鍵詞 | 輕度自閉症; 資優學生; 生涯發展; Mild autism; Gifted students; Career development; |
| 語 文 | 中文(Chinese) |
| 中文摘要 | 本文聚焦於輕度自閉症資優學生的優勢延展與生涯發展,探討其在學術能力突出卻面臨社交與情緒挑戰的雙重特質下,如何透過校內外整合支持策略與多元實踐途徑,實現正向且可持續的生涯規劃。文中以個案「小傑」為例,呈現他從校內學科競賽延伸至大學與地方政府合作的河川污染研究計畫,在歷程中透過教師引導、研究團隊協作、模擬簡報訓練等,克服社交與表達困難,在公開論壇中展現成果,並啟發其未來攻讀環境科學的志向。本案例強調,學校應在學術支持、社會適應、情緒管理與轉銜服務等面向,提供結構化、個別化且具延展性的支持機制,並整合資源、建構社群與推動師長合作。本文亦指出推廣上的挑戰,包括資源可及性、個別差異需求、社會接納與學生自主發展等,並提出具體對策如建立遠距支持系統、模組化策略設計及社會教育倡導。結論呼籲從個案經驗出發,系統化發展可普及的支持模式,促進學生潛能的充分發展與多元生涯的可能。 |
| 英文摘要 | This study focuses on the strength-based development and career progression of twice-exceptional students with mild autism, who demonstrate outstanding academic abilities while facing challenges in social interaction and emotional regulation. It explores how integrated in-school and out-of-school support strategies, along with diverse practical pathways, can enable these students to achieve positive and sustainable career development. Using the case of "Xiao-Jie" as an example, the paper illustrates his transition from excelling in school-based academic competitions to participating in a university and local government-sponsored river pollution research project. Through teacher guidance, collaboration with research teams, and presentation training, Xiao-Jie overcame difficulties in communication and expression, successfully presenting his findings in a public forum and gaining inspiration to pursue further studies in environmental science. The case highlights the crucial role of schools in offering structured, individualized, and expandable support mechanisms across academic, social, emotional, and transitional domains. It emphasizes the importance of resource integration, community building, and collaboration among educators and families. The paper also addresses key challenges in promoting this model, including disparities in resource accessibility, diverse individual needs, limited societal acceptance, and the development of student autonomy. Practical solutions such as remote support systems, modularized strategy design, and public awareness initiatives are proposed. The study concludes by advocating for a systematized and scalable support model inspired by individual cases to fully unleash the potential and expand the career possibilities of gifted students with mild autism. |
本系統中英文摘要資訊取自各篇刊載內容。