國小普通班學生對雙重特殊標記訊息之知覺研究：以ADHD資優學生為例

The Effect of Twice-Exceptional Label Information on Elementary School Students’ Perception: An ADHD/Gifted Example

雙重特殊學生是一群兼具身心障礙與資賦優異特質的學生，過去鮮少研究探討雙重特殊標記相關訊息對學生知覺之影響。本研究主要釐清不同標記（普通學生、ADHD學生、資優學生、ADHD資優學生）與行為（適當行為、ADHD行為、違規行為）訊息如何影響國小學生預測同學在學習、社會、創意及行為特質之知覺。研究對象為高雄市444名國小普通班學生，以「我的同學問卷」蒐集資料，所得資料採二因子變異數分析。結果發現：(1)不同標記訊息不會因為出現不同行為訊息，而對學生之知覺有影響。(2)僅出現標記訊息，學生知覺正向標記（例如資優、ADHD資優標記）之學習特質優於ADHD標記，但在社會、創意及行為特質的知覺並不會受到標記訊息影響。(3)僅出現行為訊息時，負向行為（例如ADHD及違規行為）對學生知覺學習、社會及行為特質差於適當行為，且學生對違規行為負向知覺差於ADHD行為，另學生知覺適當行為、ADHD行為之創意特質均優於違規行為。本為中介變項，探討不同障礙類別特 殊幼兒學習行為的影響機制。以因素分析及多元迴歸分析 96 學年度 SNELS 中特殊幼兒 家長與教師的調查，以學生代碼合併家長與教師資料共取得有效樣本為 1,417 份；其中， 幼兒的學習行為資料取自教師問卷。結果顯示臺灣地區特殊幼兒在「獨立自主」以及「專 注守規」兩層面的學習行為表現，均在水準之上。至於「合作積極」方面的能力則普遍 較差。進一步的分析發現，不同障礙類別的特殊幼兒，除了先天障礙造成學習能力差異 外，障礙類別的不同也會影響家長所提供家庭社會資本的多寡，進而導致特殊幼兒學習 行為的落差。依上述結果，本研究對當前學前特教親職行為提出檢討與建議。

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.