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研究生:黃文慧
研究生(外文):WEN-HUI HUANG
論文名稱:從生活看標籤∼由二位雙重特殊學生的成長故事談起
論文名稱(外文):Observing Labels in Daily Life~Life Stories on Two Twice-Exceptional Students
指導教授:陳美芳陳美芳引用關係
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:特殊教育研究所
學門:教育學門
學類:特殊教育學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
論文頁數:350
中文關鍵詞:雙重特殊學生亞斯伯格症學障資優標籤質性研究
外文關鍵詞:twice-exceptionalAsperger syndromegifted with LDlabelqualitative research methods
相關次數:
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  • 下載下載:488
  • 收藏至我的研究室書目清單書目收藏:17
本研究採用質性研究方法,透過二位兼具資優與隱性障礙的雙重特殊學生為研究對象﹙具資優與亞斯伯格症的國三學生,與具有美術才能的學障高三學生﹚,構築雙重特殊學生的成長故事,並梳理他人對雙重特殊學生的看法及雙重特殊學生對自己的看法,呈現人我眼中雙重特殊學生的形象,希望能對兼具障礙與資優能力的個體,有較深刻的理解與認識。
由成長故事發現,具有隱性障礙的雙重特殊學生,在家庭生活上,都曾在家長對個體狀況不明的情況下,採取偏於土法煉鋼的管教方式,造成親子關係的緊張,但若雙重特殊學生的優勢獲得發揮,也許能夠逐步修補過去的裂痕。在學校生活方面,二位雙重特殊學生均曾認為有段時間老師可能看不起他們,但若得到老師的接納,不啻是發展優勢的一大利器。而在同儕方面,二位個案發展情況並不相同,然若遇到同儕可能覺知他們所背負的障礙標籤時,都會擔心障礙被揭露。至於對自己的看法方面,研究中的二位雙重特殊學生對自身已逐漸發展出肯定、接納自己懸殊的二種能力,並以優勢為未來發展的方向。
日常生活裡,雙重特殊學生的資優與障礙標籤,因環境、角色因素,產生分歧不一的現象。當雙重特殊學生的障礙類型為隱性障礙時,也使人們易忽略雙重特殊學生可能的特殊需求。另一方面,當雙重特殊學生實際表現無法符合一般人對資優的期待時,面對資優標籤的出現,易使旁人產生疑惑、驚訝。只有當雙重特殊學生能夠接納自己的二種能力,並得到他人的肯定時,自我發展才出現明顯的變化,旁人也才能夠比較理解這樣的孩子。
The purpose of this qualitative research was to construct the on-going life stories of two twice-exceptional adolescent students (one gifted junior high school student with the Asperger syndrome and the other art-talented senior high school with LD.). By interviewing two students and their significant others, I tried to unfold the image of the two twice-exceptional students and explore the impact of special educational labels in the daily life.
There were some findings from the life study of the twice-exceptional students with hidden disability. In their family, parents had treated them with cruelty until they understood about their children’s special needs. In school, they even felt some teachers looking down upon them, but once they were accepted, they would develop their own advantages. In peer relationships, they would worry if their peers noticed their disabilities. As for themselves, gradually they had built up confidence of their speciality and found their own way of the future life.
The impact of the gifted and disabled labels was closely related to environmental and personal factors. People tended to overlook the special needs of gifted students with hidden disability. In another hand, when the performance could not fit to the expectations of the gifted side, people would be confused and amazed. Only when the students were accepted as twice-exceptional students, they would make significant process on self development and therefore fully understanding from others might appear.
第一章 研究動機與背景
多霧的轉角 ………….…………………….………………. 1
山徑的探索 …………….………………….………………. 3
心中的想望 …………….…………………….……………. 7
探訪的國度 …………….…………………….……………. 8
第二章 文獻探討
第一節 標 籤 …………….…………………….………. 10
壹、社會學的標籤
貳、特殊教育的標籤
參、社會學標籤與特教標籤的比較
第二節 雙重特殊學生的生活世界 …………….…………… 20
壹、內在生活世界
貳、外在生活世界
第三章 研究方法
第一節 研究設計 ……………….……………………….... 36
第二節 研究對象 ……………….………………………… 37
第三節 資料蒐集與紀錄 ……………….………………….. 39
第四節 研究者的角色 ……………….……………………. 43
第五節 資料處理與分析 ……………….………………….. 53
第六節 資料的信賴度 ……………….……………………. 55
第七節 報告結果的書寫 ……………….………………….. 59
第四章 關於容亞 ∼ 一個喜歡電子的亞斯伯格學生
第一節 容亞的成長故事 ……………….……………… 62
壹、疑惑的雛型 ……………….………………………... 64
一、二歲半找S醫生
二、旋轉的天空
三、敏感的世界
四、過動又專注?
五、蜘蛛奇遇記
六、一個人的玩法與分享
七、吐口水事件與拒學
八、同學都不喜歡我
貳、捉摸不定的低年級 ……………….……………………… 81
一、動作慢 不專心 又專注
二、捉摸不定的表現
三、零分?九十九分?
四、不主動的同儕關係
五、親師合作
參、賭氣的一年半 ……………….………………………….. 94
一、不認同
二、書包大 抽屜亂
三、被罵的故事
四、功課差
五、尿床與自殺
六、引爆與終結:賓斗事件
七、轉學
八、造訪各大醫院
肆、執迷的國中生活 ……………….………………………… 108
一、沒什麼特別的學生
二、同學排斥
三、執迷電子、電學
四、謝子姝的出現
五、國語日報演講與鑑定出來
六、人際關係的變化
七、未來
第二節 他人眼中的容亞 ……………….………………… 130
壹、別人眼中的「怪怪的小孩」 ……….…………………… 131
一、表現擺盪不定的小孩
二、當我被蓋哭臉時
三、「木頭人」與「碎碎念」
四、「孤島」與「抓耙仔」
貳、別人眼中「乖乖的學生」 ……………….……………… 145
一、很乖啊
二、印度阿山
三、吸知識的海綿
四、我心匪石
第三節 容亞眼中的容亞 ……………….……..……...… 155
壹、能力的王國 ……………….……..……………………...155
一、我是三電SUPERMAN!
二、我成績不能說合理
三、我就是不想寫、也無力控制
貳、說話的孤堡 ……………….……..……………….………161
一、我猛講話
二、孤獨的「強尼五號」
三、感覺不到別人怎麼想
四、我有時候也蠻怕寂寞的
參、人際關係很差的國度 ……………….……..………….168
一、同學看我不爽
二、「平常」樸拙的像是不會說話
肆、容亞對雙重標籤的建構 …….………….……..………171
一、消融的外顯行為
二、高IQ 低EQ
伍、容亞的生活適應策略 …………….……..…….……...174
一、拒絕
二、發揮優勢
三、適應?矇混?
四、將計就計
五、揭露標籤
第五章 關於立勳 ∼ 一個美術才能的學障學生
第一節 立勳的成長故事 ……………….……..…………… 187
壹、始見的罅隙 ……….……..…………………………….189
一、你又沒抄聯絡簿
二、家教媽媽
三、母子拉鋸戰
貳、 學科的棋盤 ……………………….……..……………..192
一、你是學習障礙
二、判了死刑?
三、去考分數的人
四、隱形人
五、陽台上的觀眾
參、有光的所在 ……………….……..…………….…..…….199
一、我怎麼那麼笨
二、當了畫家,要記得回來看老師喔!
三、去念自學班
四、腳踏車少年
肆、鼓翼的翅膀 ……………….……..………………………212
一、我沒有學校讀
二、進入美工科與特教服務
三、成功的開始∼遇到C老師
四、美工科的生活
五、未來
第二節 他人眼中的立勳 ……………….……..………… 234
壹、別人眼中的「壞小孩」 ……………….……..…………234
一、功課差、規矩不好的小孩
二、「笨」、「懶」、「不乖」的小孩
貳、別人眼中的「好小孩」 ……………….……..………… 238
一、學習認真、表現出色的好學生
二、投入、要求完美的學生
第三節 立勳眼中的立勳 ……………….……………..…… 243
壹、關於學習障礙 ……………….……………………………243
一、沒辦法像人家念得那麼順
二、蠻困擾的
三、我就跟正常的人沒有兩樣
四、不好聽的事∼學習障礙
貳、關於美術才能 ……………….……………………………252
一、沒有想到自己這麼行
二、一直拼,把它做到好∼美術才能
三、雲端的孩子與挫敗四、就是當個不正常的人
參、能力的補償?能力的共生? ……………….…………… 263
肆、立勳對雙重標籤的反應策略 ……………….……………268
一、排拒
二、找尋好處
三、矇混
四、揭露
第六章 結論與啟示
第一節 雙重特殊學生的生活世界 ……………….………… 279
壹、外在生活世界
貳、內在生活世界
第二節 日常生活中分歧的標籤 ……………….…………… 284
壹、標籤的多樣貌
貳、日常生活中的特教標籤
參、影響標籤的因素
外 一 章 ……………….……………………….…………. 316
參考文獻 ……………….……………………….…………. 321
附 錄
附錄一 訪談大綱 ….………….………….………… 332
附錄二 容亞世界的訪談記事 ….………….……….. 333
附錄三 立勳世界的訪談記事 ….………….………… 334
附錄四 訪談逐字稿範例 ….………….………….… 335
附錄五 容亞世界相關文件一覽表 ….………….…… 336
附錄六 容亞世界相關文件一覽表 ….………….…… 337
附錄七 研究日誌範例 ….………….………….……… 338
附錄八 資料分析範例 ….………….………….……… 339
附錄九 容亞的訪談資料審閱單 ….………….……… 340
附錄十 容亞母親的訪談資料審閱單 ….…………….. 341
附錄十一 立勳的訪談資料審閱 …………………………. 342
附錄十二 立勳母親的訪談資料審閱單 ….……………. 343
附錄十三 容亞繪本作品:「討厭黑夜的方大俠」 …… 344
附錄十四 容亞獎狀:師大創意發明教室科技競賽第一名 345
附錄十五 容亞聯絡簿小作文:「NPN. PNP」 ….………346
附錄十六 身障學生鑑定安置教師推薦書 ……….………347
附錄十七 立勳高中得獎紀錄 ….………….…………….348
附錄十八 立勳高三導師教學訪談記錄 ….………….…349
附錄十九 立勳高一第一件基礎造型作品 ….…………350
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