雙重特殊需求學生多層次教學輔導之理念與作法

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dc.contributor.author鄭聖敏zh_tw
dc.contributor.author陳秀芬zh_tw
dc.contributor.author柯惠菁zh_tw
dc.contributor.authorSheng-Min Chengen_US
dc.contributor.authorHsiu-Fen Chenen_US
dc.contributor.authorHui-Ching Koen_US
dc.date.accessioned2019-08-12T05:07:10Z
dc.date.available2019-08-12T05:07:10Z
dc.date.issued2014-09-??
dc.description.abstract本文旨在探討雙重特殊需求學生的教學輔導模式。研究者參考國內外相關文獻，整理出雙重特殊需求學生學習行為、特徵、教學輔導調整原則及相關研究發現，之後聚焦於雙重特殊需求學生教學模式之探討並列舉美國之教學輔導實例，進而建構一個兼顧優勢發展及弱勢協助之雙重特殊需求學生多層次教學輔導模式，期望能提供國內特殊教育主管單位及特殊教育實務工作者參考。zh_tw
dc.description.abstractThe purpose of this article was to study the teaching models for students with twice-exceptionality. The researchers reviewed the literature regarding to the characteristics of twice-exceptional students, and generalized the principles of teaching accommodations for this group of students. The researchers also introduced teaching models and examples implemented in the school districts for students with twice-exceptionality. Finally, a multiple-tier teaching framework was developed for consideration in order to support students’ strengths and improve their weakness.en_US
dc.identifier9DD5D8A7-F3DC-76A3-91A4-CBC0B089129B
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/81669
dc.language中文
dc.publisher國立臺灣師範大學特殊教育中心zh_tw
dc.publisherNational Taiwan Normal University Special Education Centeren_US
dc.relation132，13-27
dc.relation.ispartof資優教育季刊zh_tw
dc.subject.other雙重特殊需求學生zh_tw
dc.subject.other教學輔導模式zh_tw
dc.subject.other多層次介入zh_tw
dc.subject.othertwice-exceptional studenten_US
dc.subject.otherteaching modelsen_US
dc.subject.othermulti-tier interventionen_US
dc.title雙重特殊需求學生多層次教學輔導之理念與作法zh-tw
dc.title.alternativeThe Concept and Implementation of Multi-tier Teaching Models for Students with Twice-Exceptionalityzh_tw

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