双重特殊学生的发现、识别与教育支持

石梦良; 鲁明辉; 张啊媛

双重特殊学生的发现、识别与教育支持

1.
华南师范大学教育科学学院，广东广州，510631
2.
广州大学教育学院，广东广州，510006
3.
北京联合大学师范学院，北京，100101

基金项目:

全国教育科学“十四五”规划2021年度教育部重点项目“生态系统理论视域下特殊儿童随班就读融合课程建构” DHA210336

详细信息

作者简介:
石梦良，女，湖南邵阳人，华南师范大学教育科学学院副教授，博士，主要研究方向为超常教育、融合教育和特殊教育，电子邮箱: smliang1@163.com

鲁明辉，男，广州大学教育学院副教授，博士，主要研究方向为自闭症干预和超常教育

张啊媛，女，北京人，北京联合大学师范学院讲师，博士，主要研究方向为小学教育和家庭教育

中图分类号: G763
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出版历程
- 收稿日期: 2024-06-03
- 网络出版日期: 2025-03-20
- 刊出日期: 2025-02-25

Twice-exceptional Students: Recognition, Identification, and Educational Supports

1.
School of Education, South China Normal University, Guangzhou 510631, China
2.
College of Education, Guangzhou University, Guangzhou 510006, China
3.
Teachers College, Beijing Union University, Beijing 100101, China

摘要

摘要: 超常学生通常是具有卓越认知和学习能力的学生，他们中的部分人虽然在某个或某些领域有过人天赋，却同时兼有身心方面的缺陷或障碍。作为潜在的人才资源，若要实现因材施教，需要教育工作者准确把握他们的优势和障碍，运用能克服其障碍、发挥其潜能的教学策略，充分满足其教育需求。本文通过文献梳理，首先描述了双重特殊学生的基本样貌及常见特征，以帮助人们更好地发现和识别这些学生；然后从双重特殊学生的身心特征引出他们学业上面临的诸多挑战；最后从循证实践的理念出发，提出了支持性的教育策略。
- 双重特殊学生 /
- 遮蔽效应 /
- 识别 /
- 循证实践 /
- 教育支持
Abstract: Gifted students are typically those with exceptional cognitive and learning abilities. Among them, some may possess extraordinary talents in one or more specific areas while simultaneously facing physical and mental disabilities and challenges. As potential talent resources, it is crucial for educators to accurately understand their strengths and obstacles,employ teaching strategies that can overcome their barriers and maximize their potential, thereby fully meeting their educational needs. This paper first describes the general profile and common characteristics of twice-exceptional students in the way of narrative literature review, so as to help educators identifying and recognizing these students. Then discusses the various academic challenges they face due to their physical and mental characteristics. Finally, based on the concept of evidence-based practice, it provides some supportive educational strategies for reference.
- Twice-exceptional students /
- Shadowing effect /
- Identification /
- Evidence-based practice /
- Educational support

HTML全文

表 1 不同类别双重特殊学生可能表现出来的学习困难与挑战

兼具的障碍类别	学习困难与挑战
学习障碍	健忘、记忆性任务完成困难、阅读技能发展落后、书面或口头组织想法困难、数学技能延迟、口头和书面沟通之间存在明显落差
情绪行为障碍	容易受挫、关注自己的缺陷、低下的自我概念
注意力缺陷障碍	在不喜欢的任务中难以集中或维持注意，杂乱无章
孤独谱系障碍	只专注于自己喜欢的科目、难以建立和维持友谊、缺乏合作行为

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表 2 多方协作过程中不同层面需要考虑的因素

成员	考虑因素
超常教育教师	学生的优势有没有充分发展？课程对于学生来说是否显得过于简单？高阶思维技能如何融入学习？
残障教育教师	学生因障碍产生的需求是否得到充分了解和支持？教育目标是否适当？安置是否合理？
普通教育教师	普通教育课堂是否适合学生？分层教学是适当的策略吗？学生如何与同学沟通互动？
家庭/照顾者	家庭如何培育学生社交、情感的发展？当下是否有影响学生学习表现的家庭事件？有没有被学校或老师视为有价值且值得尊重的教育伙伴？

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