重新思考亞洲語境下的2e教育：從一位具文學天賦與自閉特質學生的案例省思

Rethinking 2e in Asia: Insights from a Case of Literary Talent and Autism

本研究探討亞洲語境下對雙重特殊需求（2e）學生的教育支持模式。透過文獻回顧，分析美國與台灣在2e教育實施的差異，並指出「社交第一負面印象」與「遮蔽效應」為辨識困難的主因。以一位具自閉與文學天賦的非口語學生為個案，設計15小時個別化高階語言介入課程，融合2e教育原則與神經多樣性理念，採取優勢導向與需求補償並進的教學策略。課程內容除涵蓋推理、敘事與押韻創作外，亦針對語用表達不適切與溝通意圖的理解進行明確訓練。儘管學生初期在非語言溝通與平衡他人溝通意圖上存在挑戰，透過打字與引導逐漸展現個人想法、情感與創作潛力。研究呼籲亞洲教育體系應突破「障礙優先」的傳統框架，發展兼顧潛能發掘與弱勢支持的2e教育實踐。

This study explores educational support models for twice-exceptional (2e) students within the Asian context. Through a literature review, it analyzes the differences in 2e educational implementation between the United States and Taiwan, identifying thin-slice impression and masking effects as key barriers to accurate identification. The study presents a case of a non-speaking student with autism and exceptional literary talent, for whom a 15-hour individualized higher-order language intervention program was designed. Grounded in both 2e educational principles and the neurodiversity paradigm, the intervention adopted a dual approach of strength-based development and needs-based compensation. The curriculum included reasoning, narrative, and rhyming composition, alongside explicit training in pragmatic expression and interpretation of communicative intent. Although the student initially faced challenges in nonverbal communication and balancing others’ communicative intentions, she gradually expressed her thoughts, emotions, and creative potential through guided typing and support. The study advocates for a shift in Asian educational systems away from deficit-first frameworks, calling for practices that integrate talent development with support for areas of difficulty in 2e students.