| 英文摘要 |
Purpose: Twice-exceptional gifted students have always been a neglected population. Because the characteristics of twice-exceptional gifted students that they are unable to develop special talents. To meet the special needs of twice-exceptional gifted students is challenging. This is an important issue, how to identify and placement of twiceexceptional gifted students and to provide fair and adequate educational resources so that they can development potential and achieve special talents. This study investigated the development of musical talents in Xiaoshuai, a student with autism spectrum disorder who failed a music entrance exam for gifted students. The study explored the advantages, and challenges, of the peer mentoring mode to an autistic student learning special musical talents in a homogenous orchestra. Methods: A case study methodology was employed, involving observation, file analysis, and interviews. Interviews were conducted with Xiaoshuai, his mother, his peers mother, and the conductor of the orchestra. Results/ Findings: (1) Xiaoshuai deployed the advantages of his special musical talents in the peer mentoring mode as follows : (a) his singing influenced peers to overcome obstacles to playing together; (b) his strong sense of pitch enabled him to become a good assistant in the orchestra; (c) his retentive memory assisted peers in the orchestra in constructing musical phrases; (d) his nonlinear thinking created new interpretations of music; (e) his nonnormative thinking encouraged his peers in the orchestra to innovate. (2) Xiaoshuai responded to the challenges to his special musical talents in the peer mentoring mode as follows: (a) he overcame comprehension difficulties through peer guidance; (b) he circumvented peer unhelpfulness by acquiring tacit knowledge; (c) he trained at the highest level in the orchestra despite a lack of organizational capacity; (d) he participated in smaller peer mentoring groups during orchestra practice to reduce tensions and enable peers to explore together; (e) he surpassed others´ evaluations through peer-mentored team learning; (f) he visualized tacit knowledge to enhance musical performance and musical expression. Conclusions/Implications: (1) Xiaoshuai deployed the advantages of special musical talent in the peer mentoring mode. (2) Xiaoshuai overcame the difficulties of special musical talent in the peer mentoring mode. Suggests: Special education teachers should (1) use the learning advantages of the peer mentoring mode to overcome challenges and enhance the effectiveness of learning for twice-exceptional gifted students and their peers; and (2) systematically implement the teaching steps of the peer mentoring mode to assist twice-exceptional gifted students in learning special musical talents. |
