| 摘要: | 本研究旨在研究疑似注意力不足過動症學齡兒童之特殊教育服務，經由相關文獻探討，擬定本研究之半結構式訪談綱要。本研究採用個案研究法，敦請本研究個案之三位重要他人；導師、資源班教師及主要照顧者，進行訪談，並輔以個案學前及國小階段之特殊教育相關文件為主要研究資料。最後，本研究以訪談內容及分析個案在國小特殊教育服務前、中、後三個階段的生態理論系統及資本項目，最後根據本研究結果提出相關之具體建議。
壹、本研究之結論如下：
一、本研究個案之疑似注意力不足特質導致其學習適應之困難
（一） 個案智力正常卻適應能力低，其疑似情緒行為障礙特質會影響學習成效情況。
（二） 學前階段已發現個案有注意力困難，入小學後需有完善特教服務的銜接。
二、應用生態系統理論有助於瞭解個案學童之社會資本與文化資本。
（一）個案家庭之微系統具支持度，可提升文化資本。
（二）個案之中間系統需要導師之適性輔導。
（三）資源班直接教學服務有助個案之整體適應能力及提升其社會資本。
三、個案接受學科補救教學、正向行為輔導及特教支援系統可以增進融合教育成效。
（一）個案需提升注意力維持能力、學習態度、後設認知與認知策略。
（二）個案需適當的支援系統以達到融合教育之成效。
（三）個案需多重模式治療與正向行為輔導，以穩定人際互動品質和情緒表現。根據研究結果對國小教育單位、家長以及未來之研究提出具體建議。
The purpose of this study was to investigate the special education services for school-age children with suspected ADHD. This study adopts the case study method to urge the three important others, tutors, special education teach ers and main caregivers to conduct interviews, supplemented by documents related to special education in pre-school and primary school stages. The study analyzes the ecological theory system and capital account of the case in the three stages of primary school special education service, including the content of interview and the analysis of the case.
The conclusions of this study are as follows:
First, the case of suspected attention deficit characteristics let to learning adaptation difficulties.
1. The intelligence of the case is normal, but the adaptability is low. It is necessary to track the influence of suspected emotional and behavioral disorders on the academic achievement.
2. In the pre-school stage, attention difficulties have been found in the cases, so it is necessary to improve the connection of special education services after entering primary school.
Second, the application of ecological systems theory is helpful to understand the social capital and cultural capital of the case students.
1. The microsystem of the case family has support, which can enhance the cultural capital.
2. The meso system of case needs tutor's guidance.
3. This suspected ADHD child in the case is improved by direct teaching service of special education class.
Third, the effectiveness of inclusive education can be improved by case receiving remedial instuction, positive behavior intervention plan and special education support system.
1. Attention maintenance ability, learning attitude, metacognition and cognitive strategies should be improved.
2. The case needs appropriate support system to achieve the effect of integrated education.
3. The patients need multiple modes of treatment and positive behavior guidance to stabilize the quality of interpersonal interaction and emotional performance. According to the results of the study, specific suggestions are put forward for elementary education units, parents and future research.
According to the results of the study, specific suggestions are put forward for primary school education units, parents and future research. |
