亞斯伯格美術資優學生的故事

Life Story of an Artistically Gifted Student with Asperger’s Syndrome

本質性研究的目的是回顧一個雙殊需求的青少年學生（藝術資賦優異的亞斯伯格學生）之敘事。通過採訪該學生及其重要他人，研究者試圖展現這名學生與眾不同的形象，並探討特殊教育標籤對他的日常生活的影響。本研究對此雙殊生的研究，有以下發現：他的家人中，雙親曾對他嚴格要求，直到他們意識到孩子的特殊需求，並順應其天性。在學校，他甚至感到有些老師看不起他，但是一旦他的才華被發掘，就開始發展自己的優勢。在同儕中，如果同學注意到他的特殊需求，他會感到憂慮。而今，他逐漸建立起對自己專業的信心，並找到自己通往未來生活的方式。資賦優異和特殊需求標籤的影響與環境和個人因素密切相關。人們往往忽略了資賦優異學生的殘疾學生的特殊需求。另一方面，當學生的表現不能滿足他人對資賦優異的期望時，人們會感到困惑和驚奇。只有當學生被鑑定為雙殊生時，他們才得以專心致力於自我發展上，並獲致他人的理解。

The purpose of this qualitative research was to construct the on-going life story of a twice-exceptional adolescent student (one art-talented student with the Asperger’s syndrome). By interviewing the student and his significant others, I tried to unfold the image of the twice-exceptional student and explore the impact of special educational labels in his daily life.There were some findings from the life study of the twice-exceptional student with hidden disabilities. In his family, parents had treated him with cruelty until they realized their child’s special needs and started to. In school, heeven felt some teachers looking down upon him, but once he was accepted, he would develop his own advantages. Inpeer relationships, he would be worried if his peers noticed his disabilities.As for him, gradually he would build up confidence in his specialty and find his own way tothe future life.The impact of the gifted and disabled labels was closely related to environmental and personal factors. People tended to overlook the special needs of gifted students with hidden disabilities. On the other hand, when the performance could not fit in the expectations of the gifted side, people would be confused andamazed. Only when the students were accepted as twice-exceptional students, they would make significant process on self-development and therefore fully understanding from others might appear.