- 學位論文
與過動兒共舞-一個普通班老師與ADHD兒童的故事
Dancing With Hyperactive Children-A True Story of an Ordinary Teacher and ADHD Children
摘要
本論文採用自我敘事方式進行。主要是以我親身經歷與班上過動兒敏兒（化名）相處的煎熬經驗，其中在陪伴過動兒兩年之間，自認處處為過動兒設想卻遲遲感受不到過動兒正向回饋，內心的失落與糾結；同時呈現我接受輔導老師諮商的記錄為主幹，期望釐清「過動兒在融合課程班中，為何教師自我期許關懷行動卻造成師生互動不良甚至互相怨懟」。換言之，這是一位普通班老師，企圖在努力卻得不到過動兒的認同時，為心中的結找答案，也為自己的生命找出口的歷程，更是一個努力尋找安身立命的故事，並反映普通班老師對特殊生零拒絕的政策下，老師與過動兒共舞期間起起伏的心路歷程。 研究參與者除了我本人之外，還有敏兒、敏兒媽媽、學生諮商輔導中心的輔導老師容師（化名）、教學同儕鍾師（化名）。我蒐集敏兒的逐年輔導紀錄和學習歷程檔案以及研究者的教學日記，加以分類建檔，再邀請研究參與者接受半結構式的訪談，用以檢驗本論文之信賴度。採用順著時間排列的方式，從被學生誤解事件發生到對自我能力發生懷疑，到如何奮力尋找讓自己及敏兒更好的出路，再說明經過漫長自我掙扎和整理之後，師生關係如何的改變，自癒的程度。本研究之主要發現如下： 1. 隨著故事敘說之自我探索，看見我和敏兒彼此互動瓶頸的根源，皆來自原生家庭中的遺傳與環境雙重影響的糾結：我的高標準VS敏兒的發展缺陷；我的家庭幸福VS敏兒的貧病交迫；我懷抱希望VS敏兒消極失望。2.本文透過與敏兒重要關係人進行對話的方式，促進對自己的了解。我已明瞭：承認自己的不足與脆弱，適時的尋求協助；也領悟到：孩子的成長需要時間，我開始學著「放下」與「等待」。3.我亦思索出與過動兒和諧共舞的若干策略，如：冷靜室的建置、小助手的協助、優勢引導、團隊的支援模式等。4.經此研究也讓研究者決心持續參與「輔導諮商知能」學分班的進修，以成為一個更好的融合教育推手。
並列摘要
The study is written in a self-descriptive form, which is mainly based on my personal harsh experiences when interacting with the ADHD student, Ming(anonym), in my class. In the past two years, I consider myself to be very thoughtful when being accompany with the hyperactive student. Contrary to the expectation, I can hardly receive her positive reaction which makes me feel frustrated. In the mean while, I will present the consulting journal with the psychological counselor hoping to clarify the issue: Why does a teacher’s good intention of showing her concern to an ADHD student causing a bad interaction and even grievances? In other words, the study is a journal about how an ordinary teacher figure out the proper role she should be in this case, as well as finding her way out when trying very hard but can’t find the approval from the hyperactive student. Under the policy that a hyperactive student can’t be rejected from attending an ordinary class, the case represents the problems、emotional highs and lows an ordinary teacher will go through. There are five people joined this research including Ming, Ming’s mother, psychological counselor Ms. Jung (anonym), my colleague Mr. Chung (anonym) and me. I collected and classified Ming’s consulting record, learning journal also the researcher’s journal in the past few years. I examined the study’s reliability by interviewed people who join the research using semi-unstructured interview. Followed the timeline, I recorded the series of event including how to be misunderstand by Ming and why did I start t explain how our relationship changed and how much the experience heals me after going through this long and struggle time. The findings according to the research are as followed: As long as the case goes on, I found the plight in our interaction is because of our familial and environmental differences in family of origin: my high o doubt myself. In the end I tried to find a better way for both of us to get along. Then I will standards versus Ming’s defective in development, my blest family versus Ming’s sick and penniless, I am full of hopeful versus her dispirited responds. 1. The study also promotes me a better understanding of myself by communicating with people who are meaningful to Ming. I found out that I have to admit my deficiency and frangibility and seeking for help timely. I also realized that sometimes they just need some time to grow up, and all I have to do is learn how to let go and wait patiently. 2. I also figure out some modes which helps me get along with hyperactive students better: provide a room for them to chill down, assistants, guide them to develop their strengths and construct a support group etc. 3. This research also strengthens my determination to be a better inclusive educationist by continuing the advanced studies in guidance, assistance and counseling knowledge area.