| 英文摘要 |
Individuals with both giftedness and disability have been neglected in education in the past. The main purpose of the study was to investigate the effects of different labels and behavioral information on elementary school students’ perceptions. Four different labels were normal, ADHD, Gifted and ADHD/Gifted, and three types of different behavioral information were proper, ADHD and CD. There were 444 elementary school students recruited from Kaohsiung city to participate in this study. All participants were asked to complete “The Perception of My Classmate Inventory”. The collected data were analyzed by two-way ANOVA analysis. The results demonstrated that (1) There were no significant two-way interaction between different labels and behavioral information on students’ perceptions of academic, social, creative, and behavioral domains. (2) The Gifted and ADHD/Gifted labels had a more positive effect on students’ perception of the academic domain than did the ADHD label. However, students’ perception of social, creative and behavioral domains was not significantly different because of different labels. (3) The ADHD and CD behavioral information had a more negative effect on students’ perception of the academic, social and behavioral domains than did the proper behavioral information. The CD behavioral information had a more negative effect on students’ perception of these domains than did the ADHD behavioral information. In addition, the proper and ADHD behavioral information had a more positive effect on students’ perception of the creative domain than did the CD behavioral information. |
