體驗區
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| 篇名 |
一個加強發掘雙重特殊需求學生的決策與行動歷程分享
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| 並列篇名 |
PROCESS OF POLICYMAKING AND ACTION TO STRENGTHEN THE DISCOVERING OF STUDENTS WITH TWICE-EXCEPTIONALITY
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| 作者 |
郭靜姿(Ching-Chih Kuo)
、陳彥瑋(Yen-Wei Chen)
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| 中文摘要 |
研究目的
國內100 位學童中只有0.022 位被鑑定為雙重特殊需求，遠低於文獻推估（郭靜姿、陳彥瑋，2022）。依據特殊教育法，雙重特殊需求學生因需要同時符合資優與身心障礙的鑑定標準，因此國小一般智力資優學生在個別智力量表中智商必須達到130 分或百分等級97 以上。然而受到遮蔽效應的影響，身心障礙學生常達不到鑑定標準而失去參與資優教育機會。美國資優兒童協會於2018 年建議運用魏氏兒童智力量表第五版之擴展性和調整性指數鑑定雙重特殊需求學生，以發掘雙重特殊需求學生的優勢，確保其接受資優教育服務的機會。因此本研究的目的在分享如何透過政策制定及行動歷程將運用擴展性指數的概念落實於雙重特殊需求學生的發掘。
研究設計／方法／取徑
要改變傳統固定的資優鑑定方式並不容易，需要教育行政人員、特殊教育學者、教育心理學家、測驗專家和學校教師間大量的溝通與協調，因此決策的過程通常耗時費力。政策及公共政策發展代表一個動態的過程，其運作過程可以區分為五個階段：1. 政策問題形成階段，2. 政策規劃，3. 政策合法化，4. 政策執行，5. 政策評估（Anderson, 2003）。本研究參考互動式政策制定模式（Interactive policy-making model）（Driessen et al., 2001）的六個階段進行政策溝通及執行歷程，以期達成政策修訂及合法化的目的，並順利進行推廣。在政策改變的過程中，本研究作者於2019 年在教育部科學指導委員會取得教育部支持，指示加強推動雙重特殊需求學生的發掘及培育工作，而後與教育部國教署進行溝通與討論，並由國教署發布相關推動要點，繼而整合資優教育與身心障礙教育學者專家意見，採用多種宣傳形式與教師及行政人員溝通，喚起減少雙重特殊需求學生教育機會落差、發展優勢才能的概念。本研究記錄了決策過程中，參與專家、教育行政人員、評估人員與特教老師的建議，並針對質性資料進行編碼和分析，用以呈現相關政策形成、推動歷程及執行成效。
研究發現或結論
研究結果發現各級主管教育機關與不同領域的專家、教師均了解推動身心障礙者教育權益的重要性。但對於如何降低學習機會公平性的差距，以及採取何種作法來協助身心障礙學生確有許多不同的觀點。藉由參與政策決定的歷程，本研究提出六個政策推動階段，以做為日後由上而下推動教育政策時的參考。
研究原創性／價值
運用互動式政策制定模式進行政策的溝通與調整，不但能反映雙重特殊需求學生的鑑定需求，還可以減少政策推動後的阻礙。本政策制定及行動歷程先由專家學者提出構想並與教育主管機關溝通，再整合資優教育與身心障礙教育背景專家的意見。最後藉由研討會或座談會等方式，與縣市政府教育局承辦人員、特教老師、評估人員及家長進行意見交換。此一政策決定的歷程不僅能整合理論與現場教學的需求，也能在教學現場中有效的發掘出雙重特殊需求學生。在價值上，本研究藉由強而有力的政策支持與實踐，提供雙重特殊需求學生公平的教育機會，促進其才能發展，期盼能為臺灣雙重特殊需求學生創造更美好的未來。
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| 英文摘要 |
Purpose
The amount of twice-exceptional (2e) students is far lower than theoretical estimates indicate it should be. In a sample of 100 elementary school students in Taiwan, only 0.022% of the students were identified as 2e (Kuo & Chen, 2022). According to Taiwan’s Special Education Act (2019), for students to be considered 2e, they must meet the identification standards for both giftedness and disability. Some students with disability may not reach the current standard for giftedness and therefore not be provided with the opportunity to receive gifted education services. In the United States, the National Association for Gifted Children (2018) recommends that examiners assessing giftedness use the expanded and ancillary index scores of the Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V) to identify 2e children. The present study presents the efforts toward policymaking and action in Taiwan related to implementing the use of the expanded and ancillary index scores of the WISC-V to identify 2e students and thereby provide them with an opportunity to develop their talents.
Design/methodology/approach
According to Friedrich and Mason (1941), public policy is a proposed course of action for a person, group, or government within a given environment with opportunities and obstacles that the policy was proposed to leverage and overcome, respectively, to realize an objective or purpose. The present study revised and legalized policies related to a specific group of stakeholders. To achieve this, the interactive policymaking model proposed by Driessen et al. (2001) was used for policy communication and implementation. The goal was to promote the use of the expanded and ancillary index scores of the WISC-V for identifying 2e students so that these students could be provided with additional opportunities to develop their talents. The researchers engaged in discussions with the Ministry of Education and the K-12 Education Administration, collected expert opinions on gifted education and disability, and used multiple advocacy to communicate the concepts of equity gaps with teachers and administrators. The opinions of these stakeholders were recorded, and the qualitative data were coded and analyzed to develop decision-making and action processes.
Findings/results
The study revealed that educational authorities, experts, and teachers believed that promoting the educational rights of students with special needs is crucial. However, we observed diverse perspectives regarding how to reduce equity gaps for these students and regarding the methods that should be adopted to assist students with disabilities. The six stages of policymaking and action proposed in this study can be used as a reference for individuals engaging in top-down promotion of education policy.
Originality/value
The interactive policymaking model was used to communicate and implement new policies aimed at improving identification of 2e students and to minimize obstacles to subsequent policy implementation. The approach integrates theoretical knowledge with practical needs, effectively supporting 2e students. By promoting equal educational opportunities, the study can assist educators in nurturing the talent development of 2e students in Taiwan and thereby assist these students in achieving a better future.
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| 頁次 |
119-156
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| 關鍵詞 |
雙重特殊
、發掘
、政策制定
、行動歷程
、twice-exceptionality
、discover
、policymaking
、action process
、TSSCI
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| 卷期 |
32:1
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| 日期 |
202403
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| 刊名 |
當代教育研究
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| 出版單位 |
國立臺灣師範大學教育研究與評鑑中心
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| DOI |
DOI : 10.6151/CERQ.202403_32(1).0004
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