一位雙重特殊生的優勢教學與支持策略

Strength-based Teaching and Support Strategies for a Twice Exceptional Student

本研究以個案研究方式，訪談臺北市某國中一位雙重特殊需求學生（twice-exceptional）、其任課普通班導師、專輔教師及資優班教師和資優班同學，採取半結構式深度訪談，以質性研究分析，並依蒐集資料編碼，形成結論。
本研究結論：
1.教師團隊輔導雙重特殊需求學生個案的合作歷程：（1）普通班導師協調該生與普通班學生之間的紛爭，減低生活壓力。（2）專輔教師以個別諮商及輔導，透過對話，協助該生自我覺察與緩和家庭成員及同儕之間的關係。（3）資優班教師讓該生透過各種表演藝術不同層面的學習，練習用肢體及聲音情感來表達自創文本，來建立自信及呈現角色個性。
2.資優班教師及外聘戲劇專業教師，依照獨立研究方式，引導以個案對昆蟲的研究興趣，透過文本創作、創意發想，確定表演主題、架構和練習期程，輔以教師群及共同參與高中戲劇班術科考試同儕的陪伴與支持。最終，通過高中戲劇班甄試入學考試，順利就讀。
本研究最後對發現進行了一些討論，並為相關領域的教師提供了建議。

This study adopted a case study approach to explore the experiences of a twice-exceptional student from a junior high school in Taipei. To gain a comprehensive understanding of the student, the researcher conducted interviews with the twice-exceptional student, his regular classroom teacher, resource teacher, gifted class teacher, and a group of his classmates. The study utilized semi-structured, in-depth interviews and used qualitative research analysis. The collected data were coded to draw conclusions. The findings of this study are as follows:
1. The counseling process of teacher team for the twice-exceptional student involves the following key roles and responsibilities: (1) The regular classroom teacher played a crucial role in mediating disputes between the student and his peers, helping to reduce the student’s social and emotional stress. (2) The school counselors provided individualized on-on-one counseling session, using dialogue-based interventions to enhance the student self-awareness and interpersonal relationships with both family members and peers. (3) The gifted class teacher introduced the student to diverse learning experiences, particularly in the performing arts. By engaging in activities that involved body movement, vocal expression, and the interpretation of self-created texts, the student was able to build confidence and develop a sense of personal identity.
2. Recognizing the student’s deep interest in entomology, the gifted class teacher and an external drama professional designed an independent research approach. Through guided text creation, structured ideation, and performance development, the student was able to develop performance themes, structural frameworks, and rehearsal plans. These interventions not only supported the student’s growth but also ultimately leaded to enhanced academic outcomes, gaining admission to a high school drama program through an entrance exam.
The study concludes with a discussion on the findings and provides suggestions for teachers in related fields.