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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

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[J]. 现代教育论丛, 2025, (1): 67-74.
引用本文: 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[J]. 现代教育论丛, 2025, (1): 67-74.
Shi Mengliang, Lu Minghui, Zhang Ayuan. Twice-exceptional Students: Recognition, Identification, and Educational Supports[J]. Journal of Modern Education, 2025, (1): 67-74.
Citation: Shi Mengliang, Lu Minghui, Zhang Ayuan. Twice-exceptional Students: Recognition, Identification, and Educational Supports[J]. Journal of Modern Education, 2025, (1): 67-74.

双重特殊学生的发现、识别与教育支持

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

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

  • 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。

     

  • 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
    下载: 导出CSV

    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?
    下载: 导出CSV
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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

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