一位國小高功能自閉症學生的「當事人觀點」及促進其展現之歷程

Unfolding the Personal Perspectives of an Elementary School Student With High Functioning Autism

本研究為一行動研究，研究對象是研究者所任教普通班的一位高功能自閉症學生，小恩，在研究當時為國小三年級學生。研究者探討其當事人的觀點並藉由教學來促進當事人觀點能力的展現。當事人觀點則以「表達自己的想法」、「具有選擇權」、「經同意後執行」的三項指標反映。研究進行分為三階段：準備期、執行期與彙整期。準備期主要在評估當事人觀點能力與發現相關問題；執行期主要是發展教學活動、實施／調整教學活動；彙整期則是彙整資料，作成報告。教學活動於小恩三年級下學期發展與實施，並在四年級上學期進行追蹤。教學活動為三部分：「我會表達自己的意見」、「看看別人、想想自己」與「整潔工作」。對於當事人觀點的教學歷程，本研究有二項發現：（1）經過教學可增進小恩當事人觀點的能力；（2）當事人觀點能力的展現可促進小恩有意義的溝通與自主學習的進行。

The study is an action research. The participant was an elementary student with high functioning autism. At the time the study was initiated, he was in the 3rd grade and enrolled in the first author's class-a regular class. Since the student had problems with assertiveness, this study aimed to improve his ability of expressing his own personal perspectives. Three indices were used for the expression of personal perspectives: expressing his own ideas, making choices for himself, and putting into practice with his agreement. The study included three stages: (1) Exploring the student participant's problems in expressing his own personal perspective. (2) Developing and implementing an intervention program. (3) Refining and reporting the research data. The intervention program had been carried out from the second semester of the student's third grade year to the first semester of his fourth grade year. It contained three essential lessons: naming and knowing how to express oneself, looking at others-reflecting on oneself, and cleaning chores. Two findings were revealed from the study. First, the student's ability of expressing his own perspectives was improved via the intervention program. Secondly, the improvement on the ability of expressing personal perspectives had further facilitated the student's self-learning and meaningful communication.