「異，起飛！」的陪伴者——藝術教師在雙殊計畫中的教學實踐歷程之研究

Extraordinary Soarer's Companion: A Study on the Teaching Practice Journey of Art Teachers in the Twice-Exceptional Student Art Resource Program

雙殊資優生（twice-exceptional students）指具高認知能力但也有至少一項確認障礙的學生。臺灣的特殊教育多強調學生的「不能」，忽略其「能」，尤其是美術潛能。這類學生需要同時關注其優勢和弱勢，教師在培養其才能中扮演關鍵角色。Doll（2012）、蘇脩惠（2005）與郭靜姿（2014）都強調，良師輔導對雙殊學生優勢能力的發展至關重要。
為此，筆者自2019年起推行「異，起飛！雙殊計畫」，由職業藝術家指導創作，特教老師協同教學，針對符合資格的學生設計充實課程。本研究透過兩位藝術教師的半結構式訪談，進行質性分析，探討特教知能與協同教學是否有助於解決課堂突發事件，並了解雙殊學生的創作能力及障礙與學習表現的關聯。
研究發現，藝術教師認為該計畫改變了他們對雙殊學生的印象，建立了與特教老師的合作模式，並有效提升了雙殊學生的優勢能力、創作廣度及自我效能感。研究建議藝術科系加入特教知能課程，並由地方教育主管機關成立巡迴輔導班，讓雙殊藝才學生優勢能力的特殊需求，得以在原校接受資優服務，平衡目前偏重弱勢能力訓練的特教體系。

Twice-exceptional students are those with high cognitive abilities but also at least one identified disability. In Taiwan, special education often focuses on their weaknesses, neglecting their strengths, particularly in the arts. These students require support for both their strengths and challenges, with teachers playing a key role in nurturing their talents. Researchers like Doll (2012), Su (2005), and Kuo (2014) emphasize the importance of teacher guidance in developing these students' strengths.
Since 2019, the "Fly with Art" program has provided twice-exceptional students with art instruction from professional artists, with special education teachers offering support.
Interviews with two participating art teachers reveal that the program has positively impacted their views on twice-exceptional students, enhanced collaboration between art and special education teachers, and improved the students’abilities and self-efficacy.
The study suggests adding special education knowledge to art programs and establishing support classes to better serve these students' unique needs.