雙重特殊需求學生的教育需求、才能發展及支持性服務之研究

A Study on Educational Needs, Talent Development, and Support Services for Twice-Exceptional Students

雙重特殊需求（雙特）學生同時具備資優與障礙的特質，受遮蔽效應影響導致其需時常面對學校適應的挑戰。本研究採用現象學方法，聚焦於27位雙特學生的學習經驗，從教育需求、才能發展及支持性服務三個向度進行探討。研究結果顯示：（一）在教育需求方面，學生期待彈性化的課程設計與多元資源支持，並強調因材施教的重要性；他們在自我概念的建構中展現出對障礙標籤的重新詮釋，將其轉化為個人特色並建立正向認同；而在學校適應上，學生的班級安置、學習環境與社交互動均影響其適應表現，特別是資源教室的有效運用與感官調整的環境設計至關重要。（二）在才能發展方面，雙特學生在特定領域展現卓越，並具備跨領域知識整合的潛力，但其障礙特質可能掩蓋資優表現，需透過個別化教育計畫（IEP）與個別輔導計畫（IGP）提供教學與輔導。（三）在支持性服務方面，學生對學校支持的期待又展現出「邊界與彈性」的需求，認為過度介入可能引發負面影響。除此之外，支持性服務也需要兼顧正式與非正式資源，透過跨專業團隊協作，提供學術、心理與生涯探索的多層次支持。最後，本研究建議學校應強化教師專業敏感度，發展整合性的支持性服務系統，提供生涯輔導與情意支持，以促進雙特學生的全面成長與潛能實現。

Purpose: Twice-exceptional (2e) students possess both giftedness and disabilities, creating unique educational needs and challenges. The dual nature of their characteristics often leads to a masking effect, where their disabilities obscure their giftedness or vice versa, complicating identification and resulting in insufficient support in school settings. This study aimed to explore the educational experiences of twice-exceptional students in Taiwan, focusing on three key dimensions: educational needs, talent development, and support services. By examining these dimensions, the study sought to understand how the interplay between giftedness and disabilities influences the academic and social experiences of twice-exceptional students and to provide insights for improving educational practices and support services to foster their holistic development. Methods: This qualitative study adopted a phenomenological approach to examine the lived experiences of 27 twice-exceptional students from various educational stages and regions in Taiwan. Semi-structured interviews were conducted to explore their strengths, weaknesses, and school adaptation experiences. The Talent-Centered Model (TCM) and the Multi-Perspectives Process Model (MPPM) were employed as theoretical frameworks to analyze the complexity of twice-exceptionality. These models emphasize the importance of recognizing students' strengths while addressing their challenges through a systemic and individualized approach. Data analysis followed Colaizzi’s seven-step phenomenological method, which included familiarization with the data, identifying significant statements, formulating meanings, clustering themes, and distilling the essential structure of the participants’experiences. The analysis focused on identifying key themes within the three dimensions, providing a comprehensive understanding of the educational and social challenges faced by twice-exceptional students. Results/Findings: The findings revealed several critical insights into the experiences of twice-exceptional students, highlighting both their strengths and challenges as followings: A. Educational Needs: 1. Due to the significant differences of the strengths and weakness among twice exceptional students, the educational needs of twice-exceptional students were highly individualized, requiring both enrichment and remediation. Students with twice-exceptionality expressed a desire for flexible curricula that cater to their intellectual curiosity while accommodating their disabilities. Specific needs included extended exam times, access to assistive technologies, and differentiated instruction tailored to their learning profiles. Personalized learning pathways, which balance academic rigor with necessary accommodations, were essential to help students overcome barriers and achieve success. Additionally, students emphasized the importance of project-based learning and hands-on activities that align with their interests and foster engagement. 2. In terms of self-concept, the students with twice-exceptionality actively redefined their disabilities as unique traits, fostering positive self-identity. They emphasized the importance of viewing their differences as strengths rather than limitations. For instance, some students described how their disabilities provided them with unique perspectives or problem-solving approaches. However, they also sought a balance between receiving necessary support and maintaining a sense of normalcy to avoid stigmatization. Positive reinforcement through academic success, peer support, and teacher encouragement played a vital role in strengthening their self-esteem and resilience. 3. For school adaptation, students reported that inclusive and flexible classroom arrangements, such as resource rooms and sensory-friendly environments, significantly improved their adaptation outcomes. Positive teacher-student relationships and peer interactions were also crucial in fostering a sense of belonging and reducing feelings of isolation. However, some students experienced challenges in traditional classroom settings due to sensory sensitivities or a lack of understanding from peers and teachers. B. Talent Development: Students demonstrated exceptional abilities in specific areas, often driven by personal interests and intrinsic motivation. For example, some excelled in mathematics, music, or programming, showcasing advanced skills beyond their peers. However, their disabilities frequently masked their talents, leading to under-recognition of their potential. Schools need to implement individualized education plans (IEP) and enrichment opportunities that nurture their strengths while addressing their challenges. Cross-disciplinary learning opportunities and talent-focused programs were also identified as effective strategies to maximize their potential. C. Support Services: A responsive and dynamic support system was critical for twice-exceptional students. The study highlighted the importance of balancing academic, emotional, and social needs through formal (e.g., IEP, counseling) and informal (e.g., peer mentoring, teacher-student relationships) resources. Students emphasized the need for support services that respect personal boundaries and avoid over-intervention, as excessive involvement could lead to feelings of dependency or frustration. Multidisciplinary collaboration among educators, counselors, and families was identified as a key factor in creating a comprehensive support network. Conclusions/Implications: This study underscores the importance of a holistic approach to supporting twice-exceptional students, integrating academic, emotional, and social dimensions. Based on the findings, the following recommendations are proposed: A. Educational Needs: 1. Flexible teaching strategies, such as differentiated instruction, extended exam times, and the use of assistive technologies, should be implemented to meet the unique learning profiles of twice-exceptional students. 2. Teachers should receive professional training to understand the complexities of twice-exceptionality and adopt inclusive teaching practices. Schools must foster positive self-concepts by affirming students’individual strengths and providing mental health resources to manage stress and anxiety. Encouraging students to view their disabilities as assets rather than limitations can help them develop resilience and a strong sense of identity. Additionally, career guidance and mentorship programs can support students in exploring their interests and planning for future success. 3. Inclusive school environments that accommodate sensory sensitivities and promote positive peer interactions are crucial for twice-exceptional students. Schools should implement strategies such as small-group learning, sensory-friendly spaces, and social-emotional learning (SEL) programs to enhance students’adaptation and engagement. B. Talent Development: Schools should prioritize individualized education plans (IEP) that emphasize talent development while addressing students’challenges. Providing opportunities for advanced learning, mentorship, and external resources can help students explore and refine their strengths. Cross-disciplinary programs and project-based learning activities should also be incorporated to foster creativity and innovation. C. Support Services: A strong multidisciplinary support services is essential for helping twice-exceptional students overcome academic and emotional challenges. A support service team should include educators, counselors, families, and peers, working collaboratively to create a nurturing environment. Schools should also provide emotional and social support through tailored programs that address students’psychological well-being and social skills development. Through the efforts mentioned above, educational institutions can better support the holistic development of twice-exceptional students, helping them realize their full potential despite the challenges posed by their dual exceptionalities. This study provides valuable insights into the complex needs of twice-exceptional students and offers practical recommendations for creating more inclusive and supportive educational environments.