跨越國界的蛻變：國內體制適應不佳之輕度自閉症資優學生轉赴國外求學的教育成就促進

Transformative Cross-Border Experiences of Gifted Students with Mild Autism Transitioning from Taiwanese to International Education System

本研究旨在探討國內教育體制適應不佳的輕度自閉症資優學生，轉赴國外求學後的教育成就與心理適應效果。透過比較國內外教育系統對此類學生的支持與挑戰，深入理解跨文化教育環境如何影響學生的學習動機、學術成就及社會適應。本研究之問題為：學生轉赴國外求學後，在適應與心理及教育成就的變化情形，以及國外教育系統提供的支持措施與教學策略對學生的影響，再探討跨文化教育環境對學習動機、自我認知及社會互動有何影響，接續分析國外的學習經驗與挑戰，如何影響學生的個人成長和教育視野。因此，本研究選取二位在國內教育體制適應不佳的輕度自閉症資優學生為參與者，採用紮根理論進行系統性分析。研究發現，學生在國外獲得了更多專家指導、高難度任務的實踐機會，以及個別化的學習資源與支持，促進他們的學術自主與心理成熟。此外，國外教育體系的開放性和社區資源的整合性，共同協助學生理解自我特質並接受自己的特殊性與學習需求，促進心理轉變和社交技能提升。因此，本研究建議國內教育體系可以借鑒國外成功經驗，推動混合式學習模式的發展，並設立專門針對自閉症資優學生的支援中心及開設培養文化敏感度的教育課程，以促進家校合作以強化家庭支持。

Rationale and Purpose: In Taiwan, educational reforms have primarily focused on resolving learning problems; however, concentrating solely on students with academic difficulties may result in overlooking students who perform well academically but struggle with other aspects of the school system. The current system does not provide adequate support for such students, resulting in them facing various academic and social challenges. Conventional teaching methods fail to address the diverse learning styles of students with special needs, and the lack of flexibility for adapting the learning environment and teachers’insufficient understanding of these students may lead to the students exhibiting behavioral issues. In particular, gifted students on the autism spectrum may have rigid habits that act as learning obstacles. Educating these students requires a deeper understanding of their unique abilities and needs. This study explored the educational achievements and psychological adaptation of mildly autistic gifted students who struggled in Taiwan’s education system but later pursued studies abroad. By comparing the support provided and challenges involved in Taiwanese and international educational systems, this study investigated how cross-cultural educational environments influence the aforementioned students’learning motivation, academic performance, and social adaptation. Furthermore, this research examined the psychological and cognitive changes that these students experienced abroad and how such changes contributed to the development of their potential and their educational success. Methods: Grounded theory was employed to investigate the differences in the educational achievement of mildly autistic gifted Taiwanese students during studies in Taiwan and abroad. This study focused on adaptation, psychological support, cross-cultural learning environments, and the effects of these factors on student motivation, self-awareness, and social abilities. Grounded theory emphasizes generating new ideas and concepts from actual experiences and data, thereby avoiding the limitations of theories based on prior assumptions. Purposive sampling of individuals with similar experiences was conducted in this study; thus, the intent was not to produce generalizable results but to instead develop a theory that is applicable in similar contexts. The sampled individuals were interviewed, and in accordance with the guidelines of grounded theory, textual analysis was performed after each interview. Interviews were continued until theoretical saturation was achieved for two topics: (1) differences in student learning motivation across different cultural contexts and (2) students’adaptation strategies within Taiwanese and international systems. Moreover, findings from similar studies were evaluated to confirm thematic saturation. The analysis was performed in three stages: open coding, in which key points were identified from raw data; axial coding, in which items were grouped into primary categories; and selective coding, in which core categories were derived and the theoretical framework was constructed. Results/Findings: International high schools often offer a wide range of Advanced Placement (AP) courses, enabling students to select subjects according to their interests and strengths. This interest-driven learning approach enhances motivation by enabling students to invest time and effort in areas that engage them. The autonomy to choose courses also promotes self-discovery. This process of self-directed learning and immersion in a field of interest reinforces students’understanding of themselves, which is essential for personal growth. Student A stated that this autonomy improved their learning motivation, illustrating the value of diverse course offerings. The AP curriculum facilitated self-exploration and psychological growth. In Taiwan, the competitive environment often creates psychological pressure for gifted students, especially in restrictive learning settings. Parents’high expectations compound this pressure by emphasizing performance and adaptation to the system. Consequently, students may experience frustration or resistance, particularly when the curriculum fails to meet their specific needs. After experiencing AP courses, Student A’s perspective shifted. In Taiwan, their learning experience was dominated by anxiety from competition; by contrast, the student-centered US education system provided greater freedom to pursue personal interests and talents. This shift allowed Student A to relax, explore their potential through diverse activities, and adjust their rigid thinking patterns shaped by a logic-driven mindset. The US system’s emphasis on critical thinking, personal expression, and flexibility caters to the unique needs of students, especially those on the autistic spectrum, thereby promoting academic success and personal growth. Moreover, interactive learning tools tailored to individual needs assist students in navigating social interactions. These tools allow autistic students to engage with their peers and instructors in meaningful ways, often bridging communication gaps that may exist in traditional learning environments. By observing and imitating behaviors in cross-cultural contexts, students can find their place and transition from isolation to self-affirmation. The combination of technological support and an inclusive classroom atmosphere enables students to develop social skills that they may struggle with in more rigid settings. A multidimensional perspective on learning, supported by parents, communities, and educational systems, is crucial for constructing inclusive special education networks. Conclusions/Implications: Interest-driven academic autonomy and psychological transformation are essential for autistic gifted students. These students often have deep interests in specific fields, and this interest can drive academic growth. By supporting their interests, students can fully immerse themselves in courses that they find captivating, which promotes deep learning and increases engagement and perseverance. Furthermore, learning is inherently a social process. Studying in an international environment provides valuable opportunities to interact with peers from different cultural backgrounds. Such interaction extends interest-based learning into the social domain, facilitating the practical application of knowledge. Cross-cultural educational experiences also enhance communication and self-expression. International education is flexible in not only its course offerings but also the comprehensive emotional and social support systems in international schools. Autistic students in Taiwanese educational settings often face social isolation and a lack of emotional support, which hinders their peer interactions. However, these problems are partially alleviated when studying abroad, where emotional support and social support are more readily available. A comparison of the learning experiences of gifted students in experimental learning processes in Taiwan and abroad revealed that the openness and innovation of international education promote better adaptability. Moreover, advanced technology and experimental learning tools enable personalized learning that is tailored to each student’s pace and interests. These tools enable the provision of individualized feedback, allowing students to work on areas of weakness while maximizing their strengths. Balancing structure and autonomy in learning is also crucial. International schools often offer flexible methods to create structured yet autonomous learning environments that cater to the unique needs of autistic students. Schools provide students the autonomy to choose learning activities or alternative pathways, increasing their sense of engagement. The inclusion of activities to develop social skills and peer interactions enhances the ability of autistic gifted students to function in diverse social environments, thereby aiding their development. Structured environments that combine educational technology and social skills activities provide the stability and predictability required for the achievement of successful learning outcomes by students. Ultimately, this research highlights the importance of creating supportive and flexible educational environments that cater to the individual needs of autistic gifted students, which ensure that these students have the resources and opportunities to reach their full academic and social potential. The comparison of Taiwanese and international educational systems in this study can inform future reforms aimed at better supporting the aforementioned students.