注意力不足 OP.indd 1 2015/12/10 6:18:24 PM

(1990) 70(Maker, 1977) 2009(Baum, 2012) 2014 2

(Foley Nicpon, Allmon, Sieck,& Stinson, 2011) (Baum, Olenchak, and Owen, 1998) (Webb and Latimer, 1993) (Crammond, 1994Lovecky, 2004) 4

2e (AD/HD) 2e (AD/HD) AD/HD (Asynchrony) Gifted Children with AD/HD (Lovecky, 2004) 2e (AD/HD) 2e (AD/HD) 2e (AD/HD) (sequential thinking) 5

6

7

(Executive Functioning) (Thail, 2011) (Dawson & Guare, 2012) 8

(Baum, Dann, Novak, & Preuss, 2009) (Strength-based Instructions)(Baum & Owen, 2004) (Weinfeld, Barnes-Robinson, Jeweler, & Shevitz, 2013) S.W.A.M. Strength-based (Extended Curriculum) Weakness compensatory strategies Accommodation Management 10

(Nurturing Strengths) (Addressing Challenges) 11

(Differentiated Instruction) (Flexible Grouping) (Curriculum Compacting) (Independent Study/ Group Project) 12 (1) (2) (3)

(Problembased Learning) (Higher-order Thinking Instruction) (Learning Centres, Interest Centres) (Portfolio) (Individualized Assessment) (Autonomy) The Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann Tomlinson (1999) 13

14

(Behavior Coach) 15

16

(I-message) (Creative Problem Solving) 17

18 (Creative Problem Solving)

3D (mentor scheme) 20

80% 21

22

Baum, S. (2012). What s in a name? Defining and reifying twice-exceptional education. Retrieved on from http://twiceexceptional.com/author/susanbaum/ Baum, S. M., Cooper, C. R., & Neu, T. W. (2001). "Dual differentiation: An approach for meeting the curricular needs of gifted students with learning disabilities." Psychology in the Schools, 38(5), 156-165. Baum, S. M.,Olenchak, F.R., & Owen, S.V. (1998). Gifted students with attention deficits: Fact and/ or fiction? Or, can we see the forest for the trees? Gifted Child Quarterly, 42, 96-104. Baum, S. M., Owen, S. V., & Dixon, J. (1991). To be gifted and learning disabled: From Identification to practical intervention strategies. Mansfield, CT: Creative Learning Press. Baum, S. M., & Owen, S. V., (2004). To Be Gifted and Learning Disabled: Strategies for Helping Bright Students with LD, ADHD and More. Waco, TX: Prufrock Press. Baum, S., Dann, M., Novak, C., & Preuss, L. (2009). The mythology of learning part 2. In their own stream: managing dynamic asynchrony. 2E Twice Exceptional Newsletter. Retrieved from http:// www.2enewsletter.com/topic_articles_myths_2.html Crammond, B. (1994). Attention-deficit hyperactivity disorder (ADHD) and creativity: What is the connection? The Journal of Creative Behavior, 28, 193-210. Dawson, P., & Guare, R. (2012). Coaching students with executive skills deficits. New York: The Guildford Press. Foley-Nipcon, M., Allmon, A., Sieck, B., Stinson, R.D. (2011). Empirical investigation of twiceexceptionality: Where have we been and where are we going? Gifted Child Quarterly, 2011, 55: 3. Lovecky D. V. (2004). Different minds: Gifted children with AD/HD, Asperger Syndrome, and other learning deficits. Philadelphia, PA: Jessica Kingsley Publishers. Maker, C. J. (1977). Providing programs for the gifted handicapped. Reston, VA: Council for Exceptional Children. Nielsen, M. E. (2002). Gifted students with learning disabilities: Recommendations for identification and programming. Exceptionality, 10(2), 93-111. Silverman, L. K. (1997). The construct of asynchronous development. Peabody Journal of Education, 72(3&4), 36-58. Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Virginia: Association for Supervision and Curriculum Development. 24

Trail, B. A. (2011). Twice-exceptional gifted children: Understanding, teaching and counseling gifted students. Waco, TX: Prufrock Press. Webb, J. T., & Latimer, D. (1993). ADHD and children who are gifted. Reston, VA: Council for Exceptional Children. Weinfeld, R., Barnes-Robinson, L., Jeweler, S. & Shevitz, B. R. (2013). Smart Kids with Learning Difficulties: Overcoming Obstacles and Realizing Potential. Waco, TX: Prufrock Press Inc. 1990 2014 http://www.edb.gov.hk/attachment/tc/edu-system/special/support/wsa/ie%20guide%20_ ch.pdf 2014 25