| Summary: | 碩士 === 臺北市立教育大學 === 特殊教育學系碩士班身心障礙組(日) === 98 === This study is to investigate the school adjustment and change process in the elementary school for a fifth-grade gifted student with ADHD. The subject’s school adjustment and change process are investigated by the method of participant observation in his classroom activities, in-depth interview of the relevant teachers and his mother, as well as literature review and data analysis.
Details of this study show the grown-up process of subject, Xiao-fan, from the pre-school to middle and high grade in elementary school, and explain all phase characteristics of the gifted student with ADHD in every grade. Xiao-fan, with excellent understanding, memory, language ability, and knowledge, likes to read so that his performance in computer, nature science, and arts/crafts classes has been outstanding. On the other hand, Xiao-fan's phase of negative characteristics needs using drugs and education to control his emotional problems and hyperactivity. So that, when the “accommodated” interaction of disable and gifted ability to be expanded, the school should provide structured teaching, and offers him the opportunity to develop full potential to help him control the impact of disability in order to achieve “double-win”.
This study finds that the school special education team's involvement is closely related to Xiao-fan’s school adjustment. In the “learning adjustment” aspect, Xiao-fan likes the lesson implemented, letting him be a little teacher, or gives him opportunity to present himself. In the “conventional adjustment” aspect, the interference behavior becomes less obvious when the behavior contract is set. In the “peer adjustment” aspect, the peer relation has been improved by adding the social emotional courses. In the “teacher-student relationship” aspect, teachers using the structured and challenging teaching methods and showering Xiao-fan with praise and encouragement is important. In the “self-concept” aspect, he has lofty aspirations in spite of not tolerating failure.
Based on the above findings, this study provides parents, teachers, and special education team with future research recommendations for reference.
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