一位國小自閉症資優生才能發展支持系統的建構

Abstract

本研究採質性研究取向中的個案研究法，旨在探討國小自閉症資優生才能發展之建構歷程。研究參與者包含學生本人、家長、級任與科任老師、行政人員、特教教師及資優教師，透過半結構式訪談並參考其「個別化教育計畫」、「輔導紀錄」、「省思日誌」等文件進行資料分析，希望能從個案的學校適應困難情形、才能發展歷程及支持系統的建構，討論如何促進雙特生的輔導成效，以激發他們的潛能，促進全面發展。本研究之發現整理如下：一、國小自閉症資優生在學校適應上，常面臨雙特特質交織下的多重挑戰，影響其才能展現。二、才發展歷程呈現「改善弱勢—發展優勢—善用優勢轉化弱勢」的階段性轉變。三、支持系統來自多方資源的盤點與整合，需仰賴親師合作與跨專業協作推動。最後，本研究針對國小教育現場的自閉症資優生支持策略提供實務及研究上的建議，若能提升團隊對支持系統的認識，透過系統性盤點與整合資源建立合作模式，就能建立穩定的自閉症資優生才能發展支持系統。

This qualitative study aims at exploring the talent construction process of gifted students with autism in elementary school. Participants include the student, parents, homeroom teachers, subject teachers, guidance counselor, and special education teachers. Data analysis is based on semi-structured interviews and documents such as the student’s Individualized Education Program (IEP), counseling records and reflective journals.Through this study, we intend to discuss the student’s school adjustment difficulties, talent development process, and the construction of support systems. The purpose is to find out how to increase the effectiveness of counseling for twice-exceptional students, and to foster their potential and overall development. The findings of this study are summarized as follows:1. Gifted students with autism often face complex challenges in adapting to school due to the intersection of twice-exceptional needs, which affects the performance of their talents.2. The talent development process of the gifted student with autism presents a transformation phase of"improving weaknesses - developing strengths - making good use of strengths to transform weaknesses". 3. The support system development of gifted students with autism is driven by the integration of various resources and the collective efforts of every member of the support team. Finally, this study provides practical suggestions and supportive strategies for gifted students with autism in elementary school. By improving the team's understanding of the support system and creating a collaborativemodel through systematically mapping and integrating resources, a stable support system for the gifted student with autism can be established.