疑似注意力不足過動症學齡前兒童轉銜鑑定之個案研究

A Case Study on the Transition Evaluation of Preschool Children with Suspected Attention Deficit Hyperactivity Disorder

依據目前國內的特殊教育制度，發展遲緩之學齡前兒童在幼兒園升學國小階段可以申請轉銜鑑定，以延伸其相關的特殊教育資源與服務，協助其入小學後的學習與適應。本研究旨在瞭解疑似注意力不足過動症學齡前兒童的轉銜鑑定過程，探究鑑定結果對其特教服務的影響，以分析入學支持系統及其相關困境。本研究採用個案研究，經過家長與研究參與者同意，以立意取樣選取研究團隊服務縣市之個案。個案學童學前階段已取得發展遲緩資格並接受服務，在入小學前的屆齡轉銜鑑定後，並未取得正式特殊教育身分，鑑定結果以疑似情緒行為障礙的身分就學。本研究資料包括個案之醫療評估、學前特教介入、鑑定資料、入學安置等質性資料並訪談其個案管理教師，以進行個案之相關資料分析。研究結果發現，注意力不足過動症兒童在學齡前階段不易被診斷和鑑定，被歸屬疑似情緒行為障礙；比照特殊教育正式生身分以獲得充足的特殊教育服務，有助疑似情緒障礙學童適應幼兒園轉銜國小後的新階段學習。本研究建議轉銜鑑定時，對於疑似注意力不足過動症的學前兒童能兼具多元角度檢核，且轉銜服務應能提供適性且持續性的特教資源、服務及相關行政支持。

"According to the current special education system, preschool children who are slow to develop in the primary school can apply for transfer to determine their titles, to continue relevant special education resources and services, and help them learn and adapt after entering the primary school. The purpose of this study is to understand the impact of the results of the assessment on the special education services of preschool children with suspected attention deficit hyperactivity disorder (ADHD), and to analyze the support system and related difficulties of enrollment. This study adopts case study. Parents and participants approved this case study. In this study, intention sampling used to select a case for the research team. In the pre-school stage, the case child has obtained the qualification of slow development and received services, but has not obtained the official special education status after the rank transfer appraisal before entering the primary school. The case identified as a suspected emotional behavior disorder and enrolled in primary school as such. The data of this study include qualitative data such as medical evaluation, preschool special education intervention, appraisal data, enrollment placement, etc., and interview with his case management teacher, then analyze the relevant data of the case. The results show that emotional behavior disorders are not easy to be diagnose and identified, and need long-term follow-up. However, the students with suspected emotional behavior disorder are still in need of special education services and school administrative support to help them adapt to the new stage of learning and life. This study suggests that we should observe the suspected ADHD from multiple perspectives, and that the transfer service should provide appropriate and sustained special education services, resource introduction and administrative support."