音樂雙重特殊需求學生指導者於能力評估與教學調整之教育信念探究

音樂雙重特殊需求學生兼具身心障礙及才能優異特質，其學習過程透過具熱忱及教學知能之指導者，將促其能力開展。據此，研究者邀請八位研究參與者，以深度訪談質性歷程探究其於學生能力評估與教學調整之教育信念內涵，經資料編碼及檢核提出具體研究結論為：一、在能力評估方面，指導者對於教學對象均持教育零拒絕的態度，對於教學對象能兼容其能力差異，並且表示透過適當管道有助於對學生狀況的事前了解；而音感是了解學生音樂能力的首要部分，流暢的演奏表現是觀察學生能力的重要依據，但大多數指導者認為位移動作是視障生較難克服之技巧，也提出能力評估過程應給予學生具安全感之環境。二、在教學調整方面，指導者應充分了解學生習性及常就教於家長，其均認同錄音為有效之教學方法，且透過觸覺的運用可提昇學生對音樂的感知與想像，而群體合作、曲目調整、音階變化、陪練為教學調整之具體策略，面對特殊學生，指導者應發揮創意以解決教學現場的問題，且應針對不同障礙情形給予適切的教學引導。依據研究結論，研究者並針對教師、社會大眾、教育機構及未來研究提出建議。

關鍵字

雙重特殊需求學生；音樂才能優異；教育信念

並列摘要

Dual-exceptional learners with disabilities and musical talent always face more difficulty than the general students. Thus, an instructor with enthusiasm, devotion, and skillfulness in teaching strategies might change their fate and lead them to success. This inquiry focused on the educational beliefs of the instructors of musically dual-exceptional students. Eight music instructors were invited for research participants. Through in-depth interviews and data analysis, the results were concluded as follows: First, the educational beliefs concerning the dimension of ”ability assessment” included: 1.the instructors all maintained the teaching attitude of ”zero-reject”; 2. the instructors should be compatible with the differential of students' superiority and disadvantage; 3. appropriate ways to get the full understanding before the first lesson should be useful; 4. aural ability was the first and foremost part for the instructors to understand their pupils; 5. the fluent performance of musical instrument playing was the concrete way for the ability observation; 6. the majority of the instructors believed that displacement motion was the most difficult skill for students with visual impairment to overcome; 7. the evaluation process should give students a sense of security environment. Second, the educational beliefs concerning the dimension of ”teaching adjustment” included: 1. understanding students' habits and seeking advice from parents could be helpful; 2. recording was effective for teaching and learning; 3. the application of the tactile sense could promote the music perception and imagination of students; 4. the teamwork, repertoire modulation, scale variation, and coaching were methods for teaching adjustment; 5. instructors should create to solve the teaching and learning problems; 6. different obstacles for students should be given the appropriate scenarios for learning guidance. According to the conclusions, the researcher also made several recommendations to teachers, the community, the educational institutions, and the future studies.