國小學習障礙學生與一般學生在魏氏兒童智力量表第五版（WISC-V）表現差異於普特合作適性課程調整之探討

本研究旨在瞭解425名國小學習障礙學生與一般學生在魏氏兒童智力量表第五版（WISC-V）表現之差異，並依此結果為學習障礙學生進行適性課程調整。研究結果發現：1.學習障礙學生在WISC-V的十二項分測驗、全量表智商分數、主要指數分數及選擇性指數分數得分表現皆顯著低於一般學生，全量表智商平均值為84.24，十二項分測驗中以「矩陣推理」表現最佳，「算術」表現最弱，主要指數表現以「視覺空間」最佳、「工作記憶」最弱，選擇性指數表現以「一般能力」最佳，「數量推理」最弱。2.不同組型之學習障礙學生在WISC-V全量表智商達顯著，主要指數在「語文理解」、「視覺空間」、「流體推理」達顯著差異，選擇性指數在「數量推理」、「非語文」、「一般能力」達顯著差異，且皆為書寫表達障礙組顯著高於混合型學習障礙組學生。綜合上述，有需要再進一步探討其在資源班中的教學策略與進行相關課程調整，且建議未來在資源班教學中可參考採用學習障礙學生魏氏兒童智力量表第五版（WISC-V）各指數呈現之學習優弱勢做適性課程調整與設計，以達提昇學習效能之目的。

關鍵字

學習障礙；魏氏兒童智力量表第五版；智力測驗；普特合作

並列摘要

This study aims to understand the difference in performance between 425 elementary school students with learning disabilities and general students on the Wei Schwarz Intelligence Scale for Children, Fifth Edition (WISC-V), and to make appropriate curriculum adjustments for learning disabilities based on the results. 1.The results of the study found that the average performance of students with learning disabilities on the twelve subtests of WISC-V, the full scale IQ score, the main index score and the selectivity index score was significantly lower than that of general students, with the average score of the full scale being 84.24. Among the twelve subtests, "Matrix Reasoning" performed best, and "Arithmetic" performed the weakest. Among the main indexes, " Visual Spatial Index " performed best, and " Working Memory Index " performed the worst. Weak, the selectivity index performance is " General Ability Index " is the best, " Quantitative Reasoning Index " is the weakest. 2. Different groups of students with learning disabilities have significant IQ scores on the WISC-V full scale. The main indexes are significantly different in "verbal comprehension", "visual-spatial" and "fluid reasoning". The selectivity index is in "quantitative reasoning" and "non-verbal language". " and "general ability" reached significant differences, and both were significantly higher in the writing and expression disorder group than in the mixed learning disability group. Based on the above, it is necessary to further explore its teaching strategies in resource classes and make relevant curriculum adjustments, and it is recommended that the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) for students with learning disabilities can be used as a reference in teaching resource classes in the future. The learning strengths and weaknesses presented by each index can be adjusted and designed appropriately to achieve the purpose of improving learning effectiveness.