雙重特殊需求學生個案研究──以國小聽覺障礙資優生為例

A Case Study on Twice Exceptional Student - An Elementary School Gifted Student with Hearing-Impairment

本研究以個案研究方式，探究一名就讀於一般國小的聽覺障礙資優生其人際互動關係。透過與普通班教師、身心障礙資源班教師、普通班同學、資優資源班同學，以及個案本身訪談之後，了解到個案所遭遇的人際互動困難，主要來自於聽覺障礙以及資優特質的影響，因此，設計情意發展課程，並以小組學習的方式在資優資源班實施，蒐集訪談、觀察和班級資料，了解經過情意發展課程的學習之後，個案能運用所習得的相關社交技巧，改善與同儕互動的衝突狀況。

In this research, case study is applied to explore the interpersonal relationship of a twice exceptional student, who is gifted with hearing-impairment. The affective development course was offered after discussions between general class and resource room teacher. Data were collected through interviews, classroom observation and class information to better understand the interpersonal interaction of the participant after the intervention course. Interviews were done with general class teachers, resources room teachers, general class classmates, gifted classroom classmates, and the participant. Results indicated that the interpersonal interaction difficulties encountered by the participant mainly came from barrier of hearing impairment and the influence of gifted traits. However, an affective development course designed and implemented in a group learning situation in the gifted resource room was really helpful for the participant. Through the affective development course, the participant could use appropriate social skills and improve peer interaction in a conflict situation.