選擇性緘默症克童幼小轉銜準備及復原歷程之研究

Study of Preschool Transition and Resilience on an Elementary Student with Selective Mutism

本研究採個案研究之整體性單一分析單元的質性研究訪談法，以半結構式回溯性訪談，訪談個案母親、幼兒園巡輔老師，以及國小導師，進行三角交又法和文本複核，以探討選擇性緘默症兒童之幼小銜接準備及復原歷程。研究結果顯示，幼小轉銜準備歷程中，家長瞭解並接受選擇性緘默症鑑定與特教身份是重要的起始；專業特教巡迴輔導教師，提供個別到府觀察與家庭諮詢與支持，確立個案特教與輔導需求，成為重要個案管理者角色；個案提早進入國小環境以復原環境與老師，同時透過家長參與活動，轉移家庭安全依附關係於學校情境。在復原歷程中，以生態因素分析，分為學校、家庭和機會因素。學校是復原歷程最重要的場域，教師需有敏銳的非語官信號的觀察力，具情緒穩定、彈性且熱誠的人格特質，提供融合課程調整策略，同時需有熟識的同儕引導和陪伴。家庭方面，家長需接受特教身份與服務、建立安全依附親子關係，並維持良好親師溝通。在機會因素方面，學校行政彈性適性編班與學生興趣培養，係為復原歷程的重要因素。根據研究結果，期提供選擇性緘默症家長、教師，於幼小轉銜準備及國小特教服務之參考。

This case study used semi-structured questionnaires to interview this case's parent, itinerant teacher and homeroom teacher regarding school readiness, preschool transition services and resilience process from kindergarten to the elementary school. The results found parents' understanding and acceptance was first step of the identities of selective mutism. Second, the itinerant teacher observed home performance of this case and provided family counseling and teaching plan according this student's individual education plan during preschool transition. Therefore, the itinerant teacher played a very important role on case management of selective mutism to help client integrate into campus life. This study also found the parent involvement facilitated the success of preschool transition due to children could transfer their attachment from family to school. On finding of the ecological analysis on this resilience process according school, family and opportunity factors, school is the most important factor. On this finding, teachers should have good non-verbal sign observation, emotional stability, flexibility and enthusiasm on the students, and curriculum modification with selective mutism, as well as peer companionship and instruction. Their family acceptance of identification of disabled students, establishing a safe and dependent parent-child relationship, and maintaining good parent-teacher communication were also important. In the opportunity factors, flexibility of grouping implementation and the interest of students were important during the resilience process. Several suggestions for parent, teachers of the student with selective mutism were also provided according to these findings.