雙重殊異學生展翅飛翔的可 能性：研究建議
關於資優類的相關研究花團錦簇、欣欣 向榮，障礙類的文獻更不乏前人之貢獻，而 有關障礙資優雙重殊異之研究雖亦如雨後春 筍般地成長，但針對個案的學習做深入探討 者卻闕如。本研究希冀透過個案小帥學習音 樂特殊才能之探討，讓吾人看見一位雙重殊 異學生力爭上游且日就月將的學習成長歷程，
更希望能藉此提供雙重殊異學生在發展特殊 才能上一個展翅飛翔的可能性。
一、善用雙重殊異學生之學習優勢並 透過同儕力量因應挑戰以增強學 習成效
由於小帥是名自閉症的雙重殊異學生，
雖因拍子計算困難而影響了樂理科的考試結 果，但卻也靠著極佳的音感及音樂記憶完成 演奏，而這些正是學習音樂的必要條件。傳 統音樂資優班的學習僅侷限於師徒雙方，缺 少徒生間的互動關係，此種傳統師徒制或許 對音樂班的學生可行，但同儕間的互動，如 缺乏目光接觸及溝通上的障礙，卻是自閉症 雙重殊異學生所需要的。因此建議相關專業
人員能善用同儕力量，如彼此間的平等學習 關係與歸屬感，讓他們在互動中學習如何共 同承擔學習責任，進而發揮學習優勢並因應 挑戰。
二、有系統地執行同儕師徒學習模式 教學步驟以幫助雙重殊異學生學 習音樂特殊才能
本研究雙重殊異學生小帥能發展音樂特 殊才能並因應其學習挑戰，乃因透過同儕師 徒學習模式，故建議音樂教師能有系統地實 施教學步驟：在角色建構上，先於教學場域 中建構同儕師徒學習角色，亦即先從同質性 團體中找出程度較高的同儕大師兄，再依序 建構二師兄、三師弟與四師弟等角色；在教 學步驟上，則是先讓學生透過邊看譜邊聽音 樂，如此能讓音樂學習的內隱知識透過視覺 化具體地過渡至外顯學習，再培訓大師兄為 鷹架主結構，再由大師兄透過同儕力量去引 導其他成員( 二師兄、三師弟與四師弟等 )，
待團體成員熟悉彼此的角色後再分部獨立練 習，讓其他學生看到且聽到大師兄的引導，
最後全體成員團隊合作。
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收稿日期：2015.09.07 接收日期：2016.04.26