双重特殊需求学生多层次教学辅导之理念与作法-资优教育季刊-国立.pdfVIP

資優教育季刊　民 103 年9 月　第132 期　第 13-28 頁 Doi: 10.6218/GEQ.2014.132.13-28 雙重特殊需求學生多層次教學輔導之 理念與作法 鄭聖敏＊ 陳秀芬 柯惠菁 國立臺灣師範大學 國立臺灣師範大學 國立臺灣師範大學 特殊教育中心副研究員 特殊教育中心助理研究員 特殊教育中心助理研究員 摘　要 本文旨在探討雙重特殊需求學生的教學輔導模式。研究者參考國內外相關 文獻，整理出雙重特殊需求學生學習行為、特徵、教學輔導調整原則及相關研 究發現，之後聚焦於雙重特殊需求學生教學模式之探討並列舉美國之教學輔導 實例，進而建構一個兼顧優勢發展及弱勢協助之雙重特殊需求學生多層次教學 輔導模式，期望能提供國內特殊教育主管單位及特殊教育實務工作者參考。 關鍵詞：雙重特殊需求學生、教學輔導模式、多層次介入 The Concept and Implementation of Multi-tier Teaching Models for Students with Twice-Exceptionality Sheng-Min Cheng ＊ Hsiu-Fen Chen Hui-Ching Ko Associate Research Fellow Assistant Research Fellow Assistant Research Fellow Special Education Center, National Taiwan Normal University Abstract The purpose of this article was to study the teaching models for students with twice-exceptionality. The researchers reviewed the literature regarding to the characteristics of twice-exceptional students, and generalized the principles of teaching accommodations for this group of students. The researchers also introduced teaching models and examples implemented in the school districts for students with twice-exceptionality. Finally, a multiple-tier teaching framework was developed for consideration in order to support students’ strengths and improve their weakness. Keywords: twice-exceptional student, teaching models, multi-tier intervention ＊本文以鄭聖敏（smzeng@ ）為通訊作者。 資優教育季刊 13 資優教育季刊　民 103 年9 月　第132 期　第 13-28 頁 壹、前言