走過治療也走進教室：ADHD醫療介入與校園支持的多重敘事

From Treatment to Classroom: A Narrative of Medical Intervention and Educational Support for Students with ADHD

本研究以自我民族誌探討注意力不足過動症（Attention-Deficit/Hyperactivity Disorder,ADHD）學生於醫療介入與教育實踐的經驗與挑戰。並透過敘事情節分析與主題分析，聚焦於藥物歷程、自我決策與教學回應三大面向。研究以同一事件的多聲徑對話呈現不同角色的詮釋，涵蓋藥物使用的正向與負向經驗。研究結果指出，ADHD學生的支持不應僅依賴藥物，而需在符合醫囑的前提下，透過師生、家長與醫療端的共享決策，培養學生逐步發展自我覺察與藥物自決能力。教師除了需具備轉譯醫療資訊的能力，亦應發展多元回應學生需求的教學觀，並在課室中營造正向支持氛圍，避免將診斷與藥物簡化為單一行為管理工具。跨專業團隊若能以學生為核心，將醫療語言與教育策略結合，並同時回應家庭焦慮與學生聲音，方能實現有效合作。本研究強調ADHD學生在醫療與教育交界處的多重經驗，並提出教學決策、跨專業合作及政策發展之建議，以推進以學生為中心的教育支持模式。

This study adopts an autoethnographic approach to explore the experiences and challenges of students with Attention-Deficit/Hyperactivity Disorder (ADHD) within the contexts of medical intervention and educational practice. Using narrative episode analysis and thematic analysis, the research focuses on three dimensions: medication trajectories, self-determination, and pedagogical responses. By presenting polyphonic dialogues on shared events, the study demonstrates interpretive differences across roles and incorporates both positive and negative experiences of medication use. The findings indicate that support for students with ADHD should not rely solely on medication. Instead, it requires adherence to medical guidance while fostering collaborative shared decision-making among teachers, parents, and healthcare professionals to help students gradually develop self-awareness and the capacity for medication-related self-determination. Teachers should not only translate medical information but also adopt responsive pedagogical approaches and foster supportive classrooms, preventing diagnosis and medication from being reduced to behavior management tools. Furthermore, cross-professional teams that place students at the center, integrating medical knowledge with educational strategies while addressing both parental concerns and students' voices, are more likely to achieve effective collaboration. This study underscores the multiple experiences of students with ADHD at the intersection of medical and educational systems, and offers recommendations for instructional decisionmaking, cross-professional collaboration, and policy development to advance a student-centered model of educational support.