我資優，但我也有障礙～一個雙重殊異女孩的故事

I am gifted, but I also have disability ~A story of a twice exceptional girl

本篇為一位雙重殊異女性敘說其自身學習成長歷程的故事。童年學習，是由家長高度陪伴與教育下，才得以完成學校作業與課業學習。當時不解自小學習上的困頓與挫折，未曾自覺是障礙生。因姊為資優生，促使當事人國中參加資優鑑定並通過，進而就讀一般智能資優班。自此，開啟有別於童年辛勤地學習，更度過快樂學習的中學。在學測成績得以考取北部某大學特教系時，家長才告知她曾被診斷為注意力不足過動症。那刻起知悉自己亦為障礙生，進而理解童年為何課業學習會需如此費時與受挫。就讀特教系後，有資優鑑定與障礙診斷的她，才知自己應為雙重殊異生。
本篇採自我敘說之質性研究法，試圖以和諧式辯證法為挫折學習（障礙）與平平成績（資優）的雙重殊異學涯，做進一步地統合其原本分裂與困惑的生活經驗與生命意義。並在兩位研究者互為主體的辯證與反思下，對自我雙重殊異的生命經驗有所理解與涵容，進而開顯對雙重殊異的接納與自我確認。文末對家長、教師及雙重殊異者做一反映性（reflection）的回饋與建議。

This article is a story about a twice exceptional woman narrating her learning process. Childhood learning requires a high degree of parental support and education to complete homework. She didn't understand the difficulties in learning , and she never realized that was a disability. She was prompted to take the gifted assessment in junior high school and pass it, and then enroll in a gifted class. From then, she started different from the hard study and spent more time studying happily. When she entered the special education department , her parents informed her that she had been diagnosed with ADHD. From that moment , she realized that was also a disabilities, and understood why her childhood studies were so time-consuming and frustrating.
This article adopts a self-narrative and attempts to further integrate the mean-ing of life through the twice exceptional careers. Under the dialectic of researchers, the life experience of twice exceptional in self has been eliminated and tolerated. At the end of the article, suggestions are given to parents, teachers and those twice exceptional.