The Gifted Education Magazine for Educators - Inspire Issue No. 6 匯賢資訊 - 第六期

Issue No. 6

第六期

Deconstructing Twice Exceptionality: Understanding and Support 解構雙重特殊資優 :了解與支援

PROFESSIONAL SHARING 專業交流

An Interview with Dr. Susan Baum Susan Baum 博士訪談

Contents 目錄 EDITORS’ NOTE 編者的話

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WHAT’S NEW 最新消息

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FEATURE ARTICLE 專題文章 Twice Exceptionality Deconstructed 解構雙重特殊資優

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PROFESSIONAL SHARING 專業交流 An Interview with Dr. Susan Baum: Supporting Twice-exceptional (2e) Students Susan Baum 博士訪談： 支援雙重特殊資優生

REFLECTION 感言 Frontline Experience Sharing on Gifted Education Implementation ˙Hong Kong Red Swastika Society Tai Po Secondary School 前線經驗分享：資優教育的推行與實踐 ˙香港紅卍字會大埔卍慈中學分享

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NEWS BITES 要聞剪影

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UPCOMING EVENTS OF THE ACADEMY 學院動向

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I N S P I R E I S S U E N O. 6 匯 賢「資」訊 第 六 期

Editors´ Note 編者的話

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ike other gifted learners, twice-exceptional (2e) learners are highly knowledgeable and profoundly talented in at least one particular domain. However, their giftedness is often overwhelmed by their special learning difficulties that obscure their gifted potential. For many 2e learners, since their talents can compensate for their learning difficulties, they are often hidden in schools and their special educational needs can remain overlooked until later in life.

In this issue, we look into the topic of “Deconstructing Twice Exceptionality: Understanding and Support” and have interviewed Dr. Susan Baum, an expert in gifted education (GE), to share how teachers can help 2e learners reach their potential through applying appropriate instructional strategies. In “Reflection”, two teachers who attended the professional development programme on “Affective Education (AE) for the Gifted” organised by our Academy share with us their experience in implementing AE in their school and a case study of supporting a 2e student.

We hope that through raising the awareness of understanding the characteristics and educational needs of 2e learners, we could provide these students with a supportive environment to develop their potential and talents that make them feel successful and help them build positive and happy lives.

Editorial Team Teacher Professional Development Division The Hong Kong Academy for Gifted Education

跟 一 特 定 範 疇 極 具 才 華， 並 顯 得 知 識 廣 博。 其他 資優 生一樣， 雙 重特 殊資優 生 通常在 某

可 是， 大 家常常 會 較 為 關 注 這 些 學 生 的 特 殊 學習 困 難 而 忽 略了他 們 的 資 優 潛 能。 對 大 多 數 的 雙 重 特殊資優生而言，他們常常未能於在學期間被識別， 這是由於他們的學習困難 / 障礙可能被其資優潛能 或 才 華 所 掩 蓋， 因 此他 們 的 特 殊 教 育 需 要也會 被 忽略， 直 到成長 後才 被發現。 我們於今期的《匯賢「資」訊》探討「解構雙重特殊 資 優： 了 解 與 支 援」的課 題。 我們訪問了資優教育 專家 Susan Baum 博 士， 她 與 大家分享 教師如何應 用適切的教學策略以幫助雙重特殊資優生盡展潛能。 在〈感言〉中，兩位曾修讀本學院舉辦的「培育資優生 的情意教育」課程的教師與各位暢談 她們在校推展 有關情意教育的經驗和得著，以及分享她們曾見證 的 一 個 雙 重特 殊 資優 生 的成長 個 案。 我們希望 透 過 提 升大家對 雙 重特 殊資優 生的關注， 加深對他們特質的了解及認清其 教育需要，使我們 能提供有利的環境，以助他們獲取成功經驗和建立 正向及愉悅的人生。 香港資優教育學院 教師專業發展部 編輯組

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WHAT’S NEW 最新消息

I N S P I R E I S S U E N O. 6 匯 賢「資」訊 第 六 期

What’s New 最新消息

TWICE EXCEPTIONALITY DECONSTRUCTED 1

I’m the father of Drew, a Primary 4 gifted child with Asperger syndrome. Four o’clock in the afternoon has always been frustrating for me. This is when I receive all kinds of complaints from the school. “Drew was extremely un-cooperative and rude today. He spent the entire class reading and ignored my questions,” said the English teacher.

“I can’t believe a child with an IQ score of 139 could fail a simple algebra test,” commented the Math teacher. “Drew kept chasing the ball and broke the rules in the football match. Everyone was annoyed,” the PE teacher complained. And, finally, the Principal remarked, “Drew hasn’t been doing well in school, both academically and behaviourally. If the situation persists, we can do nothing but put your son on suspension.” I worry not only about Drew’s critical situation in school but also about my own capacity to cope with negativity from these phone calls. I’m screwed.

Dan, a participant of Project 2e

NOTE [1] We would like to express our sincere gratitude to Dr. Susan Baum for giving us valuable advice on writing this article.

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I N S P I R E I S S U E N O. 6 匯 賢「資」訊 第 六 期

TWICE EXCEPTIONALITY DECONSTRUCTED 1

I’m the father of Drew, a Primary 4 gifted child with Asperger syndrome. Four o’clock in the afternoon has always been frustrating for me. This is when I receive all kinds of complaints from the school. “Drew was extremely un-cooperative and rude today. He spent the entire class reading and ignored my questions,” said the English teacher.

“I can’t believe a child with an IQ score of 139 could fail a simple algebra test,” commented the Math teacher. “Drew kept chasing the ball and broke the rules in the football match. Everyone was annoyed,” the PE teacher complained. And, finally, the Principal remarked, “Drew hasn’t been doing well in school, both academically and behaviourally. If the situation persists, we can do nothing but put your son on suspension.” I worry not only about Drew’s critical situation in school but also about my own capacity to cope with negativity from these phone calls. I’m screwed.

Dan, a participant of Project 2e

NOTE [1] We would like to express our sincere gratitude to Dr. Susan Baum for giving us valuable advice on writing this article.

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FEATURE ARTICLE 專題文章

As parents, nurturing a twice exceptional (2e) child like Drew is challenging.

As teachers, teaching a 2e learner like Drew is not easy either.

However, a better understanding of 2e learners would allow educators to recognise their special educational needs and gain insights on effective strategies that help 2e learners thrive in school. In response, the Academy has launched Project 2e to help educators and parents understand the needs of 2e learners and develop toolkits to support their learning. In this article, we will share what twice exceptionality is and introduce its subtypes.

What is

TWICE EXCEPTIONALITY ?

The Joint Commission on Twice Exceptional Students (2009) suggested a working definition of twice exceptionality: “Twice-exceptional learners are students who have evidence of the potential for high achievement capability in areas such as specific academics; general intellectual ability; creativity; leadership; and/or visual, spatial, or performing arts and also have evidence of one or more disabilities as defined by federal or state eligibility criteria such as specific learning disabilities; speech and language disorders; emotional/behavioural disorders; physical disabilities; autism spectrum; or other health impairments such as ADHD. The identification of twice-exceptional students requires comprehensive assessment in both areas of giftedness and disability as one does not preclude the other. Educational services must address both the high achievement potential as well as the deficits of this population of students.

Twice-exceptional students require differentiated instruction, accommodations and/or modifications, direct services, specialised instruction, acceleration options, and opportunities for talent development. Twice-exceptional students require an individual education plan (IEP) … with goals and strategies that enable them to achieve growth at a level commensurate with their abilities, develop their gifts and talents, and learn compensation skills and strategies to address their disabilities. This comprehensive education plan must include talent development goals.”

Like other gifted learners, 2e learners are highly knowledgeable and profoundly talented in at least one particular domain. However, their giftedness is often

I N S P I R E I S S U E N O. 6 匯 賢「資」訊 第 六 期

overwhelmed by their special learning difficulties that obscure their gifted potential. Eventually, not only do their gifted aspects fail to shine, their special educational needs and accompanied behaviours also cause troubles in school.

Like the case above, the complexity of the lives of 2e learners needs careful consideration. The schools and the families of these students need to have a deep understanding of the paradox with which these unique learners live daily.

How prevalent is twice exceptionality?

Surveying the prevalence of twice exceptionality is complicated. Studies in the U.S. estimate that around 2-5% of the total population of children with disabilities are 2e learners (Nielson, 2002). To date, estimates on the prevalence of 2e learners are non-existent in Hong Kong for the following reasons. First, students’ gifted potential and special educational needs may manifest asynchronously. For many academically gifted students, since their talents can compensate for their special learning difficulties, their special educational needs can remain overlooked until later in life. Second, students whose learning difficulties are identified lack opportunities to recognise their gifted potential through acceleration and enrichment programmes. Finally, the majority of 2e learners are hidden in schools. As many 2e learners can use their talents to compensate for their learning deficits, they appear to be average students under the present assessment mode. Often, their 2e status remains unidentified for the rest of their lives.

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FEATURE ARTICLE 專題文章

What are the subtypes of

TWICE EXCEPTIONALITY?

Of the many special educational needs, Specific Learning Disabilities (SpLD), Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD) are the most commonly researched in the 2e domain.

GIFTED STUDENTS WITH SpLD. Gifted students with specific learning disabilities (SpLD) often have very strong verbal and/or visual-motor abilities, such as verbal comprehension, conceptualisation and reasoning. However, they are typically weak in non-verbal domains, especially in areas of spatial abilities, decoding, auditory working memory, and processing speed (Assouline, Foley Nicpon, & Whiteman, 2010). Taken together, these students often experience frustration because of their below-grade-level reading abilities (i.e. dyslexia), writing abilities (i.e. dysgraphia), and/or quantitative abilities (i.e. dyscalculia).

Gifted students with SpLD have little tolerance to frustrations from rote-drilling reading tasks and an unrealistically high or low self-concept. On top of these, they often have negative school experiences and interactions. Not surprisingly, they often feel depressed, failed, worthless and helpless while they are being aggressive and hyperactive. Nevertheless, research does suggest some of them can develop adaptive coping strategies to deal with negativity and frustrations (Coleman, 1992).

GIFTED STUDENTS WITH ADHD .

As its name suggests, Attention Deficit Hyperactivity Disorder (ADHD) involves attention deficit and hyperactivity, which can manifest cognitively (e.g. executive functioning, memory, planning) and behaviourally (e.g. impulsivity, hyperactivity, distractibility). An interesting note is that the diagnosis of 2e learners with ADHD is complicated because hyperactivity can manifest in students with ADHD or giftedness in different ways. For example, hyperactivity can be “high but focused energy levels, which are direct and intense in the gifted child” while it can also be a “constant motion, diffusion of random energy, and restlessness in the child with ADHD” (Foley Nicpon, Allmon, Sieck, & Stinson, 2011, p. 9).

While both gifted students with ADHD and ADHD students demonstrate high levels of creativity, gifted students with ADHD students are weaker in attention, focus and shifting attention on creativity tasks than their counterparts (Kalbfeisch, 2000; Shaw & Brown, 1991). They are keen on abstract reasoning but weak in executive functioning. Although they exhibit the more mature use of metacognitive strategies (such as grouping by category, using mnemonic strategies, organising patterns or spatial characteristics), they forget to use them at times. Not surprisingly, gifted students with ADHD students are more likely to underachieve and have trouble with task initiation and focus. They are also more likely to dislike homework more often. That said, gifted students with ADHD students may excel in school based assessment until the curriculum focuses too much on their attention resources.

I N S P I R E I S S U E N O. 6 匯 賢「資」訊 第 六 期

GIFTED STUDENTS WITH ASD. Autism Spectrum Disorder (ASD) is a developmental disorder which is associated with pervasive difficulties in social relationships.

Research found that gifted students with ASD often exhibit superior aptitude in perceptual processing and verbal comprehension (Huber, 2007). They have a strong interest to learn and are able to recall huge amounts of factual information. This is reflected in their stellar achievement test performance in mathematics and language learning. This high achievement, however, is accompanied by deficiencies in socioemotional aspects. Often, gifted students with ASD focus on fine details rather than on big pictures and linkages. They are also rigid in following rules. To them, adjusting themselves or being flexible with the changing social context is hard. As a result, they are labelled as “quirky” and have difficulty making friends.

One common misperception about gifted students with ASD is that their outstanding performance in a particular domain is a result of their abnormal neuropsychological functioning (Dawson, Soulieres, Gernsbacher, & Mottron, 2007). It is important to note that this is not true – their impressive performance reflects their genuine intellectual talent. Such false belief would not nurture but instead tarnish their talent.

To help 2e learners reach their potential, teachers need to consider alternative methods and instructional strategies. In the “Professional Sharing” section of this issue, we interviewed Dr. Susan Baum to share how teachers can help these students be successful in school through applying tailored instructional strategies.

References Assouline, S. G., Foley Nicpon, M., & Whiteman, C. (2010). Cognitive and psychosocial characteristics of gifted students with specific learning disabilities. Gifted Child Quarterly, 54, 102-115.

Coleman, M. R. (1992). A comparison of how gifted/LD and average/LD boys cope with school frustration. Journal for the Education of the Gifted, 15, 239-265.

Dawson, M., Soulieres, I., Gernsbacher, M. A., & Mottron, L. (2007). The level and nature of autistic intelligence. Psychological Science, 18, 657-662.

Foley Nicpon, M., Allmon, A., Sieck, B., & Stinson, R. D. (2011). Empirical investigation of twiceexceptionality: Where have we been and where are we going? Gifted Child Quarterly, 55, 3-17.

Huber, D. H. (2007). Clinical presentation of autistic spectrum disorders in intellectually gifted students (Unpublished doctoral dissertation).

University of Iowa, Iowa City.

Joint Commission on Twice Exceptional Students.

(May, 2009). “Definition of twice-exceptinonal students”. The Evolution of Understanding the Twice Exceptional Learner: A Symposium on Research Needs and policy development of programs for twice-exceptional children, Storrs, CT. Kalbfeisch, M. L. (2000). Electroencephalographic differences between males with and without ADHD with average and high aptitude during task transitions (Unpublished doctoral dissertation).

University of Virginia, Charlottesville.

Nielsen, M. E. (2002). Gifted students with learning disabilities: Recommendations for identification and programming. Exceptionality, 10, 93-111.

Shaw, G. A., & Brown, G. (1991). Laterality, implicit memory and attention disorder.

Educational Studies, 17, 15-23.

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FEATURE ARTICLE 專題文章

解構 雙重特殊資優

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我是阿 Drew 的父親。阿 Drew 是一位資優兼患有亞氏保加症的小四生。每天下午四時我總會感到十分沮喪， 因為這是學校向我發出各式各樣投訴的時候。英文老師說 :「阿 Drew 今天非常不合作，而且表現粗魯。他寧願 花上整堂時間閱讀，也不回應我的提問。」數學老師投訴：「一個智商達 139 的小伙子竟然連簡單的代數測驗 也不合格，實在叫我難以置信。」體育科老師則抱怨 :「在足球比賽裡，阿 Drew 只顧追趕皮球，亦經常犯規。 所有人都對他感到十分懊惱。」最後，校長認為 :「阿 Drew 無論在學業或行為方面，均表現不好。假如情況 持續，我們別無他法，唯有讓你的孩子停學。」令我擔心的不只是阿 Drew 在學校面對嚴峻情況，還有是我 應付這些帶有負面訊息來電的能力。我實在感到很煩惱。 「尋找雙重特殊資優兒計劃」參與者 Dan

對家長來說，養育像阿 Drew 這樣的雙重特殊資優兒 是極富挑戰性的。同時，作為教師，教導像阿 Drew 這樣的雙重特 殊資優生亦非易事。然而，倘若教育 工作者對雙重特殊資優生有較深入的了解，就會認清 這些學生的特殊教育需要，並構想如何能夠幫助他們 在校茁壯成長。為回應有關需要，香港資優教育學院 已 舉 辦了「 尋找 雙 重特 殊資優 兒計劃」， 藉以協 助 教育同工及家長了解雙重特殊資優生的需要，並發展 相關的資源套以作配合。在本文中，我們會分享甚麼 是「雙重特殊資優」，並介紹它的不同類型。

何謂「雙重特殊資優」? 美國「雙重特殊資優生聯合委員會」就「雙重特殊 資優」作出了以下的操作定義： 「『雙重特殊資優生』是指學生在某些範疇，如特定 學術範疇、一般智能、創造力、領導能力及 / 或視覺、 空間或表演藝術等，展現過人潛能的證據，並患有 符 合由聯 邦 或 州 立 資格 標 準 所 定 義 的 一種 或多種 障礙，例如特殊學習障礙、說話及語言障礙、情緒或 行為障礙、肢體障礙、自閉症障礙或 其他健 康障礙 如專注力不足及過度活躍症等。在辨識雙重特殊資 優生的時候，需要對資優和障礙兩方面作全面評估， 這 是 因 為 兩 者 是可以 並 存 的。 教 育 服 務 必 須 顧 及 高能力兼有學習障礙學生的需要。雙重特殊資優生 需 要 獨 特及 適 異性 的 教學， 以 及 提 供 加 速 學 習 的 選擇和才能發展機會。雙重特殊資優生需要個別化 教育計畫（IEP），其中的目標和策略能因應他們的 能力及程 度作出調適、發 展他們的天 賦與才能，以 及讓他們學習補償技巧和策略，藉此讓他們應付所

遇到的問題。這全面的教育計畫必須包括才能發展 目標。」 跟 其 他 資 優 生一樣， 雙 重 特 殊 資 優 生 通常 在 某 一 特定範疇才華洋溢， 並 顯得知識廣博。 可是， 大家 通常 會 較 為 關 注 這 些 學 生 的 特 殊 學習困 難而忽 略 了他們的資優 潛能。 最後， 他們不但 未能讓自己的 資 優 特 質 展 現， 而 且他 們 的 特 殊 教 育 需 要 和 所 伴 隨 的 行為也會 令學 校面 對不少難 題。 像 以 上個 案， 學 校 及 家 庭 均 需 要 關 心雙 重特 殊 資優 生在 生 活上 遇 上 的 複 雜 問 題， 並 且 深 入了解 他 們 每 天 面 對 的 矛盾。 出現「雙重特殊資優」的情況有多普遍？ 要調查學生出現「雙重特殊資優」情況的普遍性是一個 複 雜 的 過 程。 據 美 國 的 研 究 估 計， 約 有 百 分 之 二 至 五 患有不同障礙的總兒童人口是雙重特殊資優生（ Nielson,

20 02）。時至今日，香港仍未有雙重特殊資優生的估計 數字，原因如下：

首先，學生的資優潛能和特殊教育需要可能會不同 步地展現。對很多學術上具有天分的學生而言，由於 他們的才華可彌補其特殊學習障礙，他們的特殊教 育需要可能會被忽略，直至成長後才被發現。其次， 那 些被 辨 識 有特 殊 學習困 難 的 學 生缺 乏 透 過 參 與 加速和增潤課程的機會展現他們的資優潛質。最後， 大多數雙重特 殊資優生均未能於在學期間被發現 / 識 別。 由 於 很 多雙 重 特 殊 資 優 生可以利 用 他 們 的 才 華 彌 補 他 們 學 習上 的 不足， 他 們 在 現 行 的 評 估 模 式 之下 似乎 顯 得 與一 般 學 生 沒 有分別。 他 們 的 雙 重特殊狀況通常在成長後也不一定會被辨識。

I N S P I R E I S S U E N O. 6 匯 賢「資」訊 第 六 期

「雙重特殊資優」的情況有哪些種類 ? 在眾多的特殊教育需要中，特殊學習障礙（SpLD）、專注力不足及過度活躍症（ADHD） 和泛自閉症障礙（ASD）2 都是雙重特殊資優研究中最普遍的。 的 表 現 較 弱。 雖 然 他 們 較 能 熟 練 地 運 用 後 設 認知 資 優 兼 特 殊 學 習 障 礙（SpLD） 的 學 生 : 這 類 學 生 通 常 都 有 較 強 的 語 言 能 力 及 / 或 視 覺 動 作（visual- （Meta-cognition）策略，但他們有時候會忘 記 使 用 motor）的能力，如語言理解、概念掌握和推理能力。 這些策略。當然，資優兼專注力不足及過度活躍症 不過，他們一般在非語言範疇，特別是在空間能力、 的學生較容易潛能未展、做事欠缺起動能力，並會 討厭做家課。話雖如此，這類學生可能在校本評核 文字解碼、聽覺工作記憶和處理速度方面表現較弱 仍然表現出眾，只是當課程對他們的注意力有所要 Foley Nicpon, & Whiteman, 2010） （Assouline, 。在強項 求時，他們的表現才會受到影響。 和弱項交織之下，這些學生通常都感到沮喪，因為 他們的閱讀理解能力低於其年級程度（即閱讀障礙）、 資 優 兼泛 自 閉 症 障 礙（ASD）的 學 生 :「 泛 自 閉 症 寫作能力薄弱（即書寫障礙）及 / 或數理能力不足（即 數學障礙）。他們不能容忍只着重操練的閱讀習作， 障礙」是一種發展性障礙的統稱。研究顯示資優兼 泛自閉症障礙的學生通常在感知處理和閱讀理解方 並不切實際地高估或貶低自我形象。故此，他們一 面表現較強（Huber, 2007）。他們對學習抱有極濃 方面表現得急進和過度活躍，另一方面卻經常感到 厚的興趣，並且能夠牢記大量事實。這些行為特徵 抑 鬱、 失 敗、 一 文 不 值 和 徬 徨 無 助。 不 過， 研 究 均可從他們於數學及語文科中優秀的測試表現反映 顯示他們當中一部分人能採取適當的處理策略對 出 來。 然 而， 一 些 社 交 及 情 緒 問 題 亦 伴 隨 而 來。 付負面情緒和沮喪（Coleman, 1992）。 通 常 患 有 自 閉 症 的 資 優 生 都 會 專 注 細 節， 而 非 着 眼 於 大 畫 面 和 事 物 之 間 的 連 繫。 他 們 會 顯 得 墨 守 資 優 兼專注力不足 及 過 度活 躍 症（ADHD）的學 生 : 這 類 學 生 的 表 徵 包 括 集 中 力 不 足 和 活 動 量 過 度， 成規。對他們來說，調整自己或在瞬息萬變的社 既可從認知的角度（如：執行功能、記憶、計畫） 會中靈活應變是困難的。結果，他們被標籤為 顯現，亦可從行為的角度（如：衝動、過度活躍、 行為古怪，因此在交友時也面對困難。 容易分心）顯現。診斷患有專注力不足及過度活 一個常見對於患有自閉症的資優生的錯誤 躍 症 的 資 優 生 是 複 雜 的， 原 因 是 過 度 活 躍 的 特 質 觀念是：他們在特定範疇的出眾表現乃他 可從不同途徑展現，如有專注力不足及過度活躍症 的 學 生 或 資 優 生 也 可 能 呈 現 相 似 的 特 質。 例 如， 們不正常的神經心 理功能所 致（Dawson, Soulieres, Gernsbacher, & Mottron, 2007）。 資 優 生 的 過 度 活 躍 特 質 可 以「 是 活 力 充 沛， 但 重要的是要留意這不是真確的─這種 集 中 、 直 接 及強烈的」，而患有過度活躍症的兒童 錯誤的想法無助培育才能，反而適得 的過度活躍特質卻可以是「持續重覆的動作、隨意 其反。 地虛耗精力和表現不安」（Foley Nicpon, Allmon, Sieck, & Stinson, 2011）。 一方面資優兼專注力不足及過度活躍症的學生與 患有專注力不足及過度活躍症的學生均展現豐富的 創造力，另一方面資優兼患有過度活躍症的學生會 較同伴展現較弱的注意力和專注力，以及較遜色於 轉移集中力以完成創意任務（Kalbfeisch, 2000；Shaw & Brown, 1991）。 他 們 喜 愛 抽 象 推 理， 但 其 執 行 功 能

要協助雙重特殊資優生盡展潛 能，教師需要考慮其他引導方 法及教學策略。在本期〈專業 交流〉中，我們訪問了 Susan Baum 博士，她分享了教師如何透過應 用調適的教學策略以協助學生在 學校取得成功經驗。

註 [1] 我們衷心感謝 Susan Baum 博士對本文內容提供寶貴意見。 註 [2] 有關「泛自閉症障礙」（ASD）的詳細解說，可登入以下網頁查閱有關資料： http://www.ntcu.edu.tw/spc/aspc/6_ebook/pdf/9202/4.pdf

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An Interview with Dr. Susan Baum

SUPPORTING TWICE-EXCEPTIONAL (2e) STUDENTS Hello Susan. I am pleased that you can share your expertise with us.

I understand that you have devoted much of your professional life to understanding and supporting 2e learners. Can you explain to us what is meant by the term 2e?

An increasing amount of bright students seems to be having difficulty achieving in school. Many of them have been identified as g i f t e d b u t s e e m t o u n d e r a c h i e v e academically or struggle with social and attention issues. In other words, a 2e student is the one who has high ability in at least one area and at least one weakness or set of characteristics that inhibits learning.

Are you saying that these students are gifted on the one hand but challenged on the other hand? Can you give us some examples of this peculiar paradox?

Let me describe three different examples of students who have been identified as 2e. While each of the scenarios is unique, they all paint a picture of talent at risk.

Susan Baum, Ph.D. is the Co-director of the International Centre for Talent Development, Director of Professional Development at Bridges Academy, a school for twice exceptional students, and academic coordinator for SUNY Buffalo State College Masters Programme for International Educators. She is the 2010 recipient of the Life Time Achievement Award granted by the Weinfeld Group, for her contributions to the field of the education of twice exceptional learners. Professor Emeritus from The College of New Rochelle, Dr. Baum is widely published in the areas of twice exceptional students, primary-aged gifted students, and social and emotional factors affecting gifted students.

蘇珊 ˙ 鮑姆博士（Susan Baum, Ph.D.） 現任布里奇斯學院國際才能發展中心聯席 總監（入讀的學生為雙重特殊兒童）及該 學院專業發展總監，以及紐約州立大學 水牛城學院國際教師碩士課程學術統籌。 此外，她獲溫菲爾德集團頒發 2010 年度 終身成就獎，以表揚她對雙重特殊學生 教育的貢獻。鮑姆博士是新羅歇爾學院的 名譽教授，曾出版多本著作，主要研究 雙重特殊資優生、小學資優生以及影響 資優生的社交和情緒因素。

I N S P I R E I S S U E N O. 6 匯 賢「資」訊 第 六 期

Kevin’s Case: Consider the case of Kevin. He is 8 years old and has been an expert builder for years. His latest accomplishment was his original design of a cruise ship with a swimming pool on each of the three decks, a tennis court and two smoke stacks. Kevin is very knowledgeable about space and aeronautics. But Kevin has few friends. He does not understand how to interact with others. Rulebound and highly sequential, Kevin gets upset easily by changes and environmental stimuli. Although he is able to decode reading materials at 6th grade level, he has poor comprehension, especially with fictional materials.

Kevin’s learning profile is typical of gifted students with Asperger Syndrome. These students tend to be highly knowledgeable in topics of interest but narrowly focused.

They have a quantitative impairment in social interaction. Many exhibit stereotyped or repetitive motor mannerisms and have a strong need for structure and routine.

Beth’s Case: Unlike Kevin, Beth is a curious young woman who has many varied interests.

A bright, middle school student, Beth demonstrates high levels of creativity in both her poetry and in drama classes. But she has great difficulty paying attention especially during lectures and discussions in both science and social studies. Her mind tends to wander especially when she already knows the content being taught. Homework assignments take her at least twice as much time as most of her classmates. She rarely finishes assignments or tests in the allotted time period. Interestingly, Beth has no attention issues in either her drama or in her writing class. She has had major roles in school productions and has had two of her poems published. Beth has been diagnosed with attention deficit disorder without hyperactivity.

Students with ADHD with or without hyperactivity tend to have difficulty focusing, sustaining attention and completing written work. They may exhibit physical restlessness or feelings of restlessness. They can be impulsive and have poor executive functioning skills. Because of attention issues, they have a difficult time processing and organising information and find it hard to stay on track on assignments, especially if they are not interesting or novel.

Billy’s Case: Billy is an expert scientist aged 14.

His projects have won awards or honourable mentions in science fair competitions. He is taking online college-level courses in physics.

However, Billy has great difficulty reading at grade level, spelling, and completing assignments in writing.

He has been diagnosed with specific learning disabilities causing him great difficulty in tasks that require reading, writing, and note-taking.

Billy has specific learning disabilities in language arts.

These difficulties stem from slow auditory and visual processing speed, poor eye-hand coordination, lack of organisational skills, and poor working memories. Like students with ADHD, students with specific learning disabilities may also have poor executive functioning skills and lack the ability to manage their thinking and to work towards a specific goal.

How can teachers help these students become successful in school?

There are many ways to support them. But what is important is to remember this population of students has conflicting sets of needs. Both their gifted traits and their weaknesses must be considered simultaneously. In essence, curriculum and instruction need to be dually differentiated to address talent development and intellectual challenge in ways that minimise the negative impacts of their learning and attention difficulties. Table 1 provides a snapshot of the conflicting and competing needs and how a dually differentiated approach can address the issues.

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Table 1 Fundamentals of the Dually-differentiated Curriculum for 2e Students CHARACTERISTICS OF GIFTED STUDENTS

PROBLEMS ASSOCIATED WITH OTHER “E”

DIFFERENTIATION STRATEGY

Propensity for advanced-level content to accommodate the gifted or talented

Limited skills in reading and maths making it difficult to access the curriculum (LD, ADHD)

Provide alternate means to access high level content.

Examples include multi- media, graphic novels, and experiential learning.

Task commitment and sustained attention in areas of strengths, interests, and talents

Poor ability to focus and sustain attention when material is not new, when there is too much teacher talk, and when responses are required in writing. (ADHD, LD)

Allow choice of topics and products to engage in curricular objectives.

Keep explanations short and allow students to explore on their own.

Support one to one.

Producers of new knowledge through authentic products

Difficulty with spelling and handwriting (LD)

Propose alternate ways to express complex ideas and think from creative perspectives through the use of students’ strengths and talents.

Use technology to assist with writing, grammar, and spelling.

Use voice programmes to replace text programmes and writing programmes.

Facility with and enjoyment of abstract concepts and complex thinking

Language deficits in verbal communication and conceptualisation (Aspergers, nonverbal LD) Inability to express complexities or break down ideas (students with slow information processing speed and poor working memory)

Visual and kinesthetic experiences will help to convey abstract ideas concretely.

Experiencing concepts prior to verbal representations allows conceptual learning within meaningful contexts.

Provide more time for information processing and mental organisation and encourage the use of graphic organisers.

Non-linear learning styles

Poor organisation (ALL)

Visual organisation schemes, e.g. timelines, flow charts and webbing produce cognitive organisational schema.

Teach students how to use them and encourage them to apply during lectures and other teaching activities.

Need to identify with others of similar talents and interests

Inappropriate social interaction.

Often placed with nonintellectual peers. (ALL)

Facilitate group identity based on talent or ability.

Foster intellectual peer relationships through talent and interest groups and talent development experiences.

Support relationships contextually.

Heightened sensitivity to failures

Low self-efficacy and self-esteem (ALL)

Provide opportunities and recognition for authentic accomplishments, especially within areas of strengths and interests.

The table points out the complexities involved in dealing with 2e students. It appears that helping 2e students achieve success requires careful and thoughtful planning.

Yes, you are absolutely correct. In addition to the intellectual needs of these students, we must also consider their unique social/emotional and physical needs. I have written an article, namely The 10 Commandments I Teach By: Optimising Success for 2e Learners (Baum, 2005) where I highlight considerations for the intellectual, physical, and social/emotional environments. I will briefly describe each of them here.

I N S P I R E I S S U E N O. 6 匯 賢「資」訊 第 六 期

Intellectual Environment

Social / Emotional Environment

1. Provide an intellectually challenging environment where students are encouraged to think critically and creatively with novel content.

8. Use a differentiation approach instead of accommodations for only some students. Providing options for all students (especially for 2e students who don’t want to feel different) erases negative stigmas and embarrassment. They often fear that accepting an accommodation is intellectual cheating. (Baum, Novak, Dann, & Prues. 2010)

2. Allow them access to the curriculum by using a multi-media and experiential approach.

3. Allow choices for expressing learning and understandings that align to students’ strengths and talents. Minimize handwriting requirements.

9. Teach the skills of emotional intelligence such as self-awareness, self-regulation and motivation, 4. Employ engaging instructional strategies mood management, relationship management, including simulations, problem-based learning, and empathy. These skills are best gained if made debate, and arts integration to assist with explicit within a meaningful context. In Bridges sustained attention and interest.

Academy, a special school for 2e students, the teachers use field trips, drama classes, and small focus groups to THE teach students how to navigate the social world.

COMMANDMENTS

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Physical Environment

5. Provide areas in the classroom for quiet concentration where students can concentrate. A thinking lane where they can walk back and forth to plan, organise, or talk out their ideas is provided.

I TEACH BY

6. Provide furniture, fidgets, and lighting options for students with sensory and hyperactivity issues.

7. 2e students learn best in classrooms with small class size. To minimise the negative effects brought about by large classes, it is necessary to use more small group instruction. Consider strategies such as partnerships, interest groups, readiness groups, and talent or multitalent groups.

The final commandment is non-negotiable for anyone committed to nurturing 2e students and that is: 10. E m p o w e r t h e s e s t u d e n t s t h r o u g h t a l e n t development. If I could do only one thing to help twice-exceptional students on their journeys, it would be to identify and develop their talents.

It is their talents that will provide them a pathway to success in life. It is through the rigours of talent development that they will become selfregulated and goal-directed. It is through talent development that they will develop positive identities and like-minded friends.

These 10 guidelines provide us with simple truths and practical strategies that we can all use to provide support to twice exceptional learners. Can you choose one of the youngsters you described earlier and show us how you would support his or her development using the strategies you described?

Yes, I would be happy to illustrate how these ideas can be implemented. To make it easier to help these students in a comprehensive way, I have developed two planning templates. Let’s use Billy, the young scientist described earlier, as an example of what a plan might look like. The first template (Table 2) helps to address learning challenges that may confront Billy in a typical lesson.

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Table 2 Differentiated Lesson Sample

Name:

Lesson Modification Planning Sheet

Billy

Intellectua

l Strength

s: Bu Science and his ilding models, drawing, and d tor y, especially Cognitive profile: Sp the American ebating a ti a l, C k ivil inesthetic , and Talent Dev elopment O logical-mathe War pportunitie matical s: (See Tab Learning E le 3) nvironmen t Modifica • Office with h eadphones and tions: • Thinking lan laptops at the back of the cla e ssroom • Access to tech nology Interests:

Objective of Lesson

Chemistry Class: Developing an understanding of the Periodic Table Students will be able to compare and contrast molecular structure between two related elements.

Difficulty: Focusing and sustaining attention Difficulty: Acquiring information with limited reading skills How will you accommodate limited reading skills?

• Use of a complementary website where information is shown graphically through animation • Lecture and discussion with partner(s) to check understanding Difficulty: Organising information What structure will you use to organise information or products required by lessons?

• Provide a copy of the PowerPoint presentation as a handout with space for jotting notes or sketching ideas.

Difficulty: Remembering details and non-contextual materials How will you present information so that the student will remember it?

• Use lectures and the periodic table as visual organisers, supporting websites, and powerpoint handouts of lecture.

• Use of pair sharing to discuss with colleagues about the main points.

Difficulty: Written expression (poor skills in handwriting, spelling, sequencing, and elaboration) How will you accommodate poor handwriting?

• All work will be done on a computer.

• For the final project, he will be given choices, which include building the structure of two elements, describing the molecular/atomic composition and comparing one element with another.

Evaluation and Planning Ask the student:

• Did the strategies work?

• What could be modified?

• How did you learn best?

• How can these strategies help you be self-regulated in the future?

Many professionals feel that once these strategies are implemented, there is little need to do anything further. However, as I argued in Commandment 10, equal time must be allotted for the development of gifts and talents in their own right. Below is a Talent Development plan that was put in place for Billy.

I N S P I R E I S S U E N O. 6 匯 賢「資」訊 第 六 期

Table 3 Talent development opportunities for Billy

PERSONALISED TALENT DEVELOPMENT PLAN

Adapted from F. Richard Olenchak, Ph.D. (Baum & Owen, 2004)

Name:

Billy

Advisor: Classroom Teacher(s) Grade: 10 Current Interests:

Science and Civil World; excellent in engineering and design

TALENT DEVELOPMENT ACTIVITIES

FREQUENCY & LOCATION

GUIDING ADULT (mentor)

PROPOSED OUTCOMES & DATES

Science Fair Competition

3 times a week After school in Metropolitan labs

Dr. Roselle, mentor, chemist

Project completed for deadline submission, Feb 1

Online physics course

Once a week in school media center

University advanced learning program Guidance counsellor, John Kennedy

Fall semester projects and exam completed (as described in course syllabus)

Teaching assistantship

Daily in Miss Abeles 7th period science class

Miss Abeles, biology teacher, 9th grade

Class assistant for spring semester

One week, July 14-21

Gettysburg Historical Society Camp

Gettysburg Historical Society

Civil War Reenactment Camp

Using these approaches will most likely optimise success for 2e students.

Not only will these students begin to understand how to be compensated for problems and weaknesses but also they will develop talents that make them feel successful and lead productive and happy lives.

Thank you for these ideas, Susan. I am sure that they will help us better serve gifted students with learning and attention challenges in the future. Do you have any last comments before we end our interview?

Again, I want to reiterate the power of talent development for these youngsters by quoting Ned Hallowell, renowned psychiatrist and expert on ADHD: I have learned first and foremost to look for interests, talents, strengths, shades of strengths or the mere suggestion of a talent. Knowing that a person builds a happy and successful life not on remediating weaknesses but on developing strengths, I have learned to place those strengths at the top of what matters (2005, p. 34).

Will tutor students and facilitate group projects

References Baum, S, . (2010). The 10 commandments I teach by: Optimising Success for 2e Learners, 2e Newsletter, August pp14-19.

Baum, S, Novak, C., Dann, M. & Prues. L. (2010).

The Mythology Of Learning: Understanding Common Myths about 2e Learners. Glen Ellyn, IL: Glen Ellyn Media.

Baum, S. & Owen, S.V. (2004). To Be Gifted and Learning Disabled: Meeting the needs of gifted students with LD, ADHD, and more. Mansfield Center, CT: Creative Learning Press.

Hallowell, E. (2005). The problem with problems: How the pathology model destroys what could be good. Independent School, Fall, 30-38.

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Susan Baum 博士訪談：

支援雙重 特殊資優生 Susan 你 好！ 很 高 興 你 能 夠 和 我 們分享意見。我知道你一向從事 了解和支援雙重特殊資優生的 工作。你可以為我們解釋「雙重 特殊資優」是甚麼意思嗎 ? 似乎越來越多聰敏的學生遇上在 學 校 難 以 獲 取 學 業 成 就 的 問 題。 他們大多數已被 識別為資優，但 學業成績表現卻欠佳，亦受到社 交和專注力問題 所困擾。換句話 說，雙重特 殊資優生最少在一 個 領域甚具能力，但同時出現最少 一項弱項或影響學習的特質。 你是說這些學生一方面屬於資優， 但另一方面則受到發展上的限制？ 你可否就這種情況列舉一些例子 說明？ 讓我介紹三個被辨識為雙重特殊 資優生的個案。雖然每一個個案 都是獨 一無二，但三者均描 繪這 些具才智學生所面對的困難。

Kevin的個案 : Kevin 今年八歲，並已參與建築設計多年。他最近設計了一艘郵輪， 當中包括在三面甲板上建有游泳池、網球場和兩個煙囪。此外，Kevin 熟 識 太 空 和 航 天 科 學 知 識。 可 是 他 的 朋 友 不 多， 又 不 懂 與 人 相 處。 Kevin 非 常 依 賴 常 規 及 程 序， 而 他 亦 會 因 轉 變 和 受 外 界 環 境 刺 激 而 感到不快。雖然他一方面能夠解讀六年級程度的閱讀材料，但另一方面 他對讀物含意的領悟力較弱，尤以具故事性的讀物為甚。

Kevin 的學習概覽（learning profile）是患有亞氏保加症資優生的典型。 這類型學生在其感興趣的課題上有深入認識，但集中點較為狹隘。他們 的社交能力比較薄弱，並且常會做重覆的動作，以及十分依賴程序、 常規和慣例。

Beth的個案 : Beth 跟 Kevin 不 一 樣， 她 是 個 充 滿 好 奇 心 的 少 女， 興 趣 十 分 廣 泛。 Beth 是個出眾的中學生，她在詩歌創作及戲劇課中展現極高創意， 但 是， 她在科學和社會科的課堂和討論期間較難集中精神，並且在 老 師 教授她早已熟識的教學內容時，顯得心不在焉。她一般比同學 需要花上兩倍時間才能完成功課，也甚少在指定時間內完成課業或測 驗。有趣的是，Beth 在戲劇和寫作課中並沒有這些專注力欠佳的問題。 她在學校的創作 / 製作項目中擔當重要角色，並已發表了兩篇詩作。 Beth 被診斷患有專注力不足症，但沒有過度活躍的問題。 患有專注力不足症的學生，不論他們有或沒有過度活躍的問題，在專注、 維持注意力和完成書寫工作方面常遇到困難。他們可能會有搖動不停的 動作或感到搖動不停。他們可能表現衝動，執行功能技巧亦較弱。由於 專注力出現問題，他們在處理和組織資料時會遇到困難，並且難於集中 精神完成課業，特別是他不感興趣的功課或是長篇大論的課業。

I N S P I R E I S S U E N O. 6 匯 賢「資」訊 第 六 期

Billy的個案 : Billy 在 14 歲時已成為科學家。他的研習計畫曾多次在科學比賽中贏得 獎項或榮譽。他正在修讀大專程度的物理網上課程。不過，Billy 處理與 他學齡程度相若的閱讀、串字及書寫家課時卻遇上困難。他被診斷 患 上 特定學習困難，令他在需要閱讀、寫作、書寫習作或做筆記時 面對極大難處。他在文學方面所遇到的困難尤甚。 這些困難源自緩慢的聽力和視覺處理速度、手眼協調力弱、缺乏組織 技巧、以及較弱的工作記憶力。像患有專注不足及過度活躍症的學生 一樣，患有特定學習困難的學生可能具有較弱的執行功能技巧，並 缺乏監控思考和完成既定目標的能力。 教師可以如何協助學生在學校獲得成就？ 教師可採用多種方法支援學生，重點是緊記這一組群學生有與別不同的需要。因此，我們必須同時考慮他們 的資優特質和弱點 / 學習難點。簡單地說，我們需要對課程和教學同時作出適當的調適，以發展他們的才華 和給予挑戰，從而減輕其學習困難和專注力不足所帶來的負面影響。表一簡介了這些學生獨特需要的概況和 如何以「雙重調適」方式解決問題。 表一

為雙重特殊資優生而設的「雙重調適課程」的基本資料

資優生的特質

與另一個“E”相關的問題

適異性策略

傾向接受高層次的 內容以滿足天賦或 才智需要

提供其他方法接觸高層次的內容。例子 閱讀技巧和數學能力欠佳，導致接觸課程時 包括多媒體、 「圖像小說」 （graphic novels） 遇到困難 （尤指學習障礙 1、專注力不足及過度活躍症） 及經驗學習。

對工作抱有熱誠及 在其強項、感興趣 和具才華的範疇能 維持注意力

當所教內容並不新穎，或當教師講得太多， 容許學生選擇題目和課業，從而投入課 又或當需要作書面回應時，便顯得難以集中 程擬定的目標。 和維持注意力 常以精簡解說讓學生自行探索。 （尤指學習障礙、專注力不足及過度活躍症） 宜採用個別指導形式以作支援。

喜歡藉實作機會 創造新知識

在串字和書寫方面有困難 ( 尤指學習障礙 )

透過發展學生強項和才華，鼓勵他們使 用不同方法表達複雜的概念和以具創意 的角度思考。 利用科技輔助寫作、學習文法和串字。 採用語音代替文字形式學習的課程。

促進及享受抽象 概念和複雜思維

在言語溝通和表達概念方面出現語言障礙 （尤指亞氏保加症及非語言學習障礙）； 不善於表達複雜概念或解構意念 （尤指資訊處理速度較慢和工作記憶力較弱 的學生）

視覺和肌動經驗有助學生具體地了解 抽象概念。概念解說前的親身經歷有助 學生在具意義的情境中掌握學習概念。 給予學生多些時間處理資訊和整理思維， 並鼓勵他們使用圖像組織工具輔助學習。

非線性學習風格

組織力薄弱 （所有 2e 類別）

以圖像如時間線、流程圖和網頁製作思維 組織導圖。教導學生如何使用它們， 以 及 教導他們如何在課堂和其他教學 活動中應用。

有需要物色與 自己才能及興趣 相近的人

出現不合適的社交情況。因為往往未能獲 編排與心智相近的同伴一起學習 （所有 2e 類別）

透過才華發展、興趣小組及才能發展 經驗，促進他們與心智相近的同學建立 關係，並增進小組成員的認同。

對失敗的敏感度 較高

自我效能感（Self-efficacy）及自我形象低落 （所有 2e 類別）

特別在他們的強項和興趣方面，提供機會 和認同，從而獲取成功經驗。

上表指出照顧雙重特殊資優生的複雜性。要令雙重特殊資優生獲取成功經驗，我們需要有慎密和周全的 計畫。 你說得很對。除了考慮學生的智性需要外，我們亦須考慮他們個別的社交 / 情緒和生理發展需要。我寫了 一篇題為「The 10 Commandments I teach by」的文章（Baum, 2005），當中我強調需考慮智性、客觀 ( 地 理 ) 和社交 / 情緒環境。我會簡單介紹每一項 :

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PROFESSIONAL SHARING 專業交流

智性環境 1. 提供 一 個 在 智 性 上 富 挑 戰 性 的 環 境， 並 鼓 勵 學生對新接觸的內容作批判性和創意思考。 2. 容許他們利用多媒體和經驗學習方式接觸課程。 3. 容讓學生選擇，採用與他們的強項和才華相稱 的學習和理解方式。減少書寫要求。

社交 / 情緒環境 8. 對部分學生採用適異性教學方法。為所有學生 （特別是不想感到與人不同的雙重特殊資優生） 提供選擇，使他們能消除負面情緒和尷尬情 況。他們常常擔心遷就或妥協就構成誠信問題。 （Baum, Novak, Dann, & Prues. 2010）

9. 教 授 情 緒 智 能 的 技 巧 如 自 覺、 自 我 監 控 和 4. 運 用 較 易 讓 學 生 投 入 學 習 的 教 學 策 略， 學 習 動 機、 情 緒 管 理、 關 係 管 理 和 同 理 心 包括模擬學習 (Simulations)、問題為本 等。這 些 技 巧 如 在 適 當 的 情 景 清 晰 表 達， 的學習、辯論及融入藝術元素去維持 學 生 很 容 易 便 學 會。 在 專 為 雙 重 特 殊 THE 他們對學習的注意和興趣。 資 優 生 而 設 的 布 里 奇 斯 學 院 （Bridges COMMANDMENTS Academy）， 教 師 以 實 地 考 察、 戲 劇 課 I TEACH BY 和小組教導學生社交技巧。

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十項指引

客觀（地理）環境 5. 在課室內提供空間讓學生靜心思考和 集中精神。他們可在這空間內計畫、組織 及討論他們的意念。 6. 為有官感過敏及過度活躍問題的學生於課室 內放置適合的傢俬和照明裝置。

7. 雙重特殊資優生在小組的學習效能最佳。教師 可使用小組教學方法，減少他們於大班學習 所帶來的負面影響。並考慮採用如夥伴合作、 興趣小組和才華 / 多元才華發展小組等策略。

對任何有抱負培育雙重特殊資優生的人而言， 最後一項指引是不容置疑的，就是 : 10. 透 過 才 華 發 展 激 勵 學 生 。 如 果 在 雙 重 特 殊 資 優 生 的 成 長 路 上 只 可 以 做 一 件 事 的 話， 我 會 選擇辨識和發展他們的才華。他們的 才 華 能 為 他 們 邁 向 成 功。 透 過 發 展 才 華， 他 們 會變得自律和目標為本。透過才華發展， 他們會 發 展 正 面 的 自 我 觀 和 結 識 志 趣 相 投 的朋友。

這十項指引為我們提供一些簡單的方法和實用的策略支援雙重特殊資優生。你可否選擇你早前描述的其中 一位年青人，並向我們闡釋你如何使用所描述的策略支援他 / 她的發展 ? 好，我很樂意闡釋如何實踐這些想法。為了令支援學生的計畫更加完整，我設計了兩個計畫表。讓我們以先前 描述的年青科學家 Billy 為例，說明支援計畫的形式。第一個計畫表（表二）協助 Billy 解決他在一個典型課 堂可能遇到的學習挑戰。 表二 適異性課堂例子

調適課堂計畫表

課堂目標 化學課 : 讓學生明白元素週期表 學生能夠比較兩種相關元素的分子結構。 學習困難：集中力及維持注意力弱 學習困難： 運用薄弱的閱讀技巧獲取資訊 你會怎樣處理閱讀技巧不足的問題？ •使用輔助網頁，當中資訊以動畫形式 表達； •在課堂和討論中與同學一起研究 及解讀資料 學習困難： 組織資訊 你將怎樣組織課堂所需的資訊以促進學習？ •以電子簡報作為講義，當中留有空白位置 方便學生記下筆記或描畫意念。

學習困難：記住小節和非情境材料 你會怎樣演示資料，從而令學生記得？ •以講課及元素週期表作為視覺組織工具，提供支援 網頁及講課的講義。讓學生跟同伴討論重點。 學習困難： 書寫表達 （書寫、串字、排序和鋪排技巧薄弱） 你會如何處理書寫能力薄弱的問題？ •所有課業皆接受使用電腦處理。 •在最後一份研習計畫中，他可以選擇 建立兩個元素的結構、描述分子/核子組 成及將一個元素跟另一個元素比較。

評估及計畫 詢問學生 : •那些策略有效嗎？ • 有什麼可以修改？ • 你如何學得最好？ • 這些策略如何協助 你在日後自律？

Billy

名字： 智性強項： 砌模型、繪 興趣： 畫及辯 論 科學及歷史， 特 認知特質簡 別 是美國 介：空間 感、肌動及數 內戰 才能發展機 學邏輯能力較 會 : ( 見表 三) 強 學習環境的 調適 : •

在課室後面

放置耳 •騰出 空間給予個別 筒和手提電腦 學生創作及 •盡量 使用科技

研習

I N S P I R E I S S U E N O. 6 匯 賢「資」訊 第 六 期

很多專業人士認為一旦落實這些策略，就沒需要再做其他東西。不過，正如我在第十項指引所論及，我們 需要分配相同時間發展學生的天賦與才華。以下是為 Billy 度身訂造的才華發展計畫。

表三 給予 Billy 的才華發展機會

個人 才華發展計畫 修訂自 F. Richard Olenchak, Ph.D. (Baum & Owen, 2004)

學生 :

Billy

班主任 年級 : 10 現時興趣 : 科學及文明世界；工程及設計表現優異 顧問 :

才華發展活動

頻率及地點

指導員（導師）

科學比賽

每星期三次 放學後在實驗室舉行

導師： 化學家 Dr. Roselle

網上物理課程

每星期一次 在學校媒體中心舉行

大學深造學習計畫 輔導員：John Kennedy

如課程大綱所述，完成學期 計畫及考試

教學助理

每日第七堂科學課在 Abeles 老師帶領下進行

第九年級的生物科教師

春季學期班級助理

內戰重新上演

在 7 月 21 至 24 日舉行

（ Abeles 老師） 歷史學會學習營

建議學習成果及日期 完成研習計畫並於截止日期 （2 月 1 日）前提交

協助指導小組研習計畫 歷史學會

學生簽署 家長簽署 促進者 / 導師簽署 參與學院簽署

使用這些方法可為雙重特殊資優生帶來最大成功。這些學生不但會開始明白其學習困難和弱項；他們 亦會發展才華，逐漸邁向成功，從此過着豐盛和愉快的生活。 Susan，很感謝你給予我們這些意見。我相信這些意見有助我們在將來為有學習和注意力困難的資優生服務。 在我們完結之前，你是否還有其他意見給我們？ 在這裡，我想借用著名心理學家和專注力不足及過度活躍症專家 Ned Hallowell 的話去重申這些年青人 才華發展的力量：

「我學會首先尋找興趣、才能、強項或僅僅是對才能發展的提議。當我明白到一個人不是透過彌補弱點， 而是透過發展強項去建立愉快和成功的人生，我就學會把那些強項置於重要的位置。」（2005, p.34） 註 [1]「學習障礙」(Learning disabilities) 類近香港所引用的「特殊學習困難」(specific learning difficulties)。

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REFLECTION 感言

前線經驗分享：資優教育的推行與實踐

香港紅卍字會 大埔卍慈中學分享 針對學生的不足和弱項， 「輔導教學」（Remedial Teaching） 模 式 常 被 用 作 處 理 有 特 殊 教 育 需 要（special educational needs，SEN）的學生作抽離式培育。對雙重特殊資優生 而言，這類「補底」方法可能會適得其反，引發更多學業、 行為、情緒、自我形象低落等問題。學校及教師應該如何 支援和培育雙重特殊資優生呢？是次專訪我們邀請了曾 參與香港資優教育學院教師專業發展部舉辦的情意教育 進 階 課 程 並 獲 得 導 師 嘉 許 的 鄒 綺 琪 老 師 和 黃 婉 明 老 師， 分享她們及任教學校幫助雙重特殊資優生在學業、情緒 和個人各方面發展的經驗。 在回顧學校推動資優教育的原因 時， 兩位老師均指出主要的原動 力 是 來自照 顧 學 生 的 個 別 需 要。 自從學校在數年前開始推行 「融合教育」，教師們便意識 到要 「 以 強 項 帶 弱 項 」， 以 展 現 學 生 不同方面的潛能，因此感到有發 展 資 優 教 育 的 實 際 需 要。 透 過

參 與香港資優教育學院舉辦的 情 意 教 育 進 階 課 程， 鄒 老 師 和 黃 老師從中得到啟發，提高了關 注資優 生情意發 展 方面的意 識； 回校後亦察覺部分資優同學確 實在情意發 展 方面需 要多些關 顧 及 支 援， 當 中 不 乏 雙 重 特 殊 資優 生（如個案分析中的小明）。

香港紅卍字會 大埔卍慈中學簡介 • 近年發展全校參與的模式以照顧 學生個別差異，鼓勵教師於課堂 內實行調適策略。 • 提供大量機會讓學生展示自己的 強項，突破自己的弱項。 • 現時該校推行資優教育的情況： – 安 排 教 師 接 受 資 優 教 育 培 訓， 設 立由一名副校 長 及三名教師 組 成 的 資優 教 育 專責小組， 於 校內策畫及推行資優教育； – 有系統地安排多個發展才能的興 趣小組（如數學、領導、體藝）及 制服團體，按學生的才能提名或 鼓勵同學參與，讓學生展示亮點； – 設有「一生一導師」 、 「我的驕傲」 等計畫讓教師可持 續深入了解 學生的個別需要，發展才能。

I N S P I R E I S S U E N O. 6 匯 賢「資」訊 第 六 期

現時，校內的資優教育發展方向 分別為： （一）繼續推行現有措施， （二）改善或延伸現有措施，以及 （三）制定新措施和規畫未來發展 路向。 為 減 少 標 籤 效 應（labelling effect）， 教 師 一 般 會 避 免 採 用 抽 離 式（pull-out） 的 介入 策 略， 如放學後 進行一對一補課、輔導 班等，反而會 集中於課堂內靈活 運 用 調 適 策 略（differentiation s tr ate gies）。 以 黃 老 師 任 教 的 英 文 科 為 例， 教 師 會 在 學 期 初 評 估 各學生的英語水平，按班上

學生能力差異分成三組，在 上課 時為因應各組的能力安排不同程 度的課業和學習活動，照顧學生 的學習差異，從而作出適切調適。 同時教師會定期檢視學生的學習 表現和進 度，容許 他們按自己能 力選擇課業 及學習活動。如是者 資優生的潛能在學習環境和教學 策略配合下能得到延展及發揮。 黃老師亦分享以「強項帶動弱項」 協助雙重特殊資優生學習的得著。 譬 如 屬 視 覺 藝 術 能 力 強、 寫 作 能 力弱型的雙重特殊資優生，上 英文課作文時倍感吃力。黃老師 便會鼓勵他們先以圖像表達文章 內 容， 然 後 再 用 文 字 記 錄 成 文，

雙重特殊資優生個案分析 小明是一名雙重特殊資優生，兩位教師曾於修讀香港資優教育學院 情 意 教育課程中引錄小明的個案作研習，並配合該課程所學與學校 一 直 推展的「一生一導師計劃」讓小明發掘自己的亮點，並鼓勵小明 參加一系列團隊訓練活動 / 課程，突破自己的行為問題。課程完結後 學校繼續支援小明，讓他主動尋找展示自己長處的平台，例如小明對 攝影具有濃厚興趣，學校鼓勵他發展這方面的才華。近期小明更獲得 一項全港性攝影比賽獎項，他十分感激師長對自己的支持和勉勵。

又或 容許 有 書寫困難的學生 以 鍵盤代筆，擺脫文字書寫的規限， 表達所思所想。 此外，學校每年都會舉辦一系列 課外活動，增加師生在課堂外的 接觸，提供更多機會讓教師認識、 觀察、 以 及了解 學生的專長和弱 項。同時教師們也著重於課堂外 建 立良好的師生關係，方便教師 更全面地辨識資優生，發掘他們 的潛能。教師會藉教師發展日等 機會互相交 流， 讓同事加深了解 各 學 生不 同 的 強項 及發 展 需 要， 從而邀請個別同學參與其表現突 出的增益活動，盡展所長。

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REFLECTION 感言

就改善及延伸現有措施而言，學校 由本學年開始更有系統地安排才 華發 展的活動以取代以往的學會 活動，學生逢星期一放學留校一小 時參加自行報讀的興趣小組及制 服團隊活動以發展學生的才能，讓 雙 重特 殊資優 生 展現 所長， 克服 學習困難。「其實學校和走廊外牆 的壁畫都是由參加了校內視藝興趣 小組及在校外比賽獲獎的同學繪 畫。他們的自信心提高了，並且願 意以自己的長處為學校付出，我們 為此也很感安慰。」鄒老師說： 「此 外，雙重特殊資優的同學亦能透過 參加一些體育活動，培養體育精神， 讓他們學會了控制自己的情緒及規 管自己的行為；參加制服團隊的同 學則更了解老師的角色，漸漸以身

作則，變得更有責任感。 」雙重特殊 資優生能在有系統的安排下得到更 適切的照顧及支持，並能在其他學 習平台展示自己的專長，提升自信， 以自己的才能回饋學校。 完成香港資優教育學院舉辦的情意 教育進階課程後，兩位老師亦明白 有系統地發展資優教育的重要性。 因此，他們建議學校為學生從初中 起建立人才庫（talent pool）以記錄 和跟 進 學生的發 展。 學 校亦會於 本學年開展針對資優生的情意教育 活動，先交由校內資優教育小組內 三名已接 受情意教育培訓的教師

負責。鄒老師特別提到，儘管校內 教師接受培訓後 與專業水平仍有 距離，但由於教師與學生較熟稔， 不但能獲得學生的信任，而且較能 透過反思日常與學生的接觸以了解 他們的想法。另一方面，兩位老師 認同專 業發 展課程 ( 如上 文 提 及 的情意教育課程 ) 增加了他們支援 這類雙重特殊資優生的信心，讓他 們自覺可勝任在校內嘗試推行有關 的情意 教育。 再 者， 有見 於 學 生 在 數學、體育和音樂方面的才能， 學 校 銳 意開 辦更多相關的 資優 培育 課程，其他科目的教師亦積極

提 供 協 助， 如 體 育、 數學方 面 的 課程將會由校內教師負責推行。 鄒老師和黃老師認 為發展資優生 的 情 意 教 育 如 播 種 一 樣， 需 要 時 間 和耐性培育。 當中的成效 雖 不如發 展學生認知能力般立竿見 影， 但 其 重 要性 絕不亞 於培 育他 們的智性發展。畢竟，讓學生認識 自己的優點，開拓發展自己潛能的 平台， 從而 獲 得滿 足 感 和自信均 是每位教育工作者所肩負的任務。 資料提供： 鄒綺琪老師和黃婉明老師

I N S P I R E I S S U E N O. 6 匯 賢「資」訊 第 六 期

FRONTLINE EXPERIENCE SHARING ON GIFTED EDUCATION IMPLEMENTATION

Hong Kong Red Swastika Society Tai Po Secondary School (Summary) In this issue, we invited Ms. Chow Yi Ki and Ms. Wong Yuen Ming from HKRSS Tai Po Secondary School to share their experience in implementing affective education for gifted learners in school and how their school provides a supportive environment for twice exceptional students to develop their potentials as well as meet their social and emotional needs.

Recognising the importance of catering for students’ individual needs and developing the various potentials of their students, both teachers attended an intermediate course on affective education offered by the Academy last year to acquire more knowledge and skills in catering for students’ diverse needs and their affective development.

As they reflected, the course taken was a catalyst for enhancing affective education in their school. “The course was an awaking call,” commented Ms. Chow, “It reminds us of the affective needs of our gifted students, and we discovered that our students really have such needs.”

In short, the gifted education development at school currently goes into three directions, namely preserving existing practices, improving and extending the current practices, and proposing new ones.

Some existing practices such as S1 orientation and a mentorship programme in their school do help provide a platform for students to identify their strengths and develop

their potential. Teachers often try to make use of these existing practices to have more interaction with students and provide them with guidance and encouragement to display their strengths and overcome their weaknesses. The case of a 2e student, who is now actively developing his talent and interest in photography, is shared by the two interviewees. This is one of the marked success built up by teachers’ continuous encouragement and support that nourishes him from a trouble-maker to a confident youth who stretches his potential. Ms. Chow and Ms. Wong were glad to witness the changes of some 2e students and felt empowered to supporting them.

Ms. Chow and Ms. Wong envisioned the development of a talent pool to keep track of students’ learning

profiles and progress. They both pointed out another important catalyst, i.e. the gifted education (GE) committee / task group in school that consists of the vice-principal, and three trained teachers in GE who play an essential role in planning GE programmes / provisions for students and mapping the professional development of colleagues so as to equip them with relevant knowledge and skills to support students’ diverse learning needs. The sharing closed with interesting remarks by the two teachers, “Although we are not as skilled as GE experts, students trust us more because of the great rapport established. As the gifted course offered by the Academy empowered us, we are confident in running affective gifted programmes in our school by ourselves.”

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NEWS BITES 要聞剪影

News Bites 要聞剪影 Teacher Professional Development 教師專業發展課程 (8/2011 – 12/2011) Thematic Past Events 已舉辦專題課程 WORKSHOP 專題工作坊

Overview of Affective Education Strategies: Catering for Gifted Underachievers 情意教育策略概覽︰照顧潛能未展資優生

By Mrs. Eva Sum 6 & 12 October 2011

沈李以慧女士主講 2011年10月6及12日

Feedback from participants:

學員回饋:

˙Learned how to analyse and identify gifted-underachievers systematically.

˙ 學會如何有系統地分析及識別潛能未展 資優生的問題。

˙Understood the strategies to reverse underachievement.

˙ 了解逆轉「潛能未展」現象的策略。

SEMINAR 專題講座

Introduction to Gifted Education (Secondary School Session) 資優教育簡介（中學場次） 18 October 2011 2011 年 10 月18 日

Feedback from participants:

學員回饋:

Basic understanding of the GE provisions, identification, cognitive and affective characteristics of gifted students.

初步認識資優教育課程的特色、識別資優 的方法、資優生的認知及社交情意特質。

I N S P I R E I S S U E N O. 6 匯 賢「資」訊 第 六 期

WORKSHOP 專題工作坊

Overview of Affective Education Strategies: Embracing Twice-Exceptional Gifted Students 情意教育策略概覽︰如何支援雙重特殊資優生

By Mrs. Eva Sum 12 & 26 November 2011

沈李以慧女士主講 2011年11月12 及26日

Feedback from participants:

學員回饋:

The analysis of case studies helped increase the understanding of the needs of twice-exceptional learners and their parents.

It also helped teachers clarify their misunderstanding toward twice-exceptionality. A very helpful workshop!

透過案例分析，令我更具體了解雙重特殊 資優生及家長的實際需要，亦讓老師更 明白本 身 對「 雙 重 特 殊 」 的 誤 解， 十 分 受用。

SEMINAR 專題講座

Effective Measures and Indicators for Gifted Education Programmes

By Mr. Tim Dracup | Tim Dracup 先生主講 16 November 2011 (Secondary School Session) & 17 November 2011 (Primary School Session) 2011年11月16 日（中學場次）及 2011年11月17 日（小學場次）

Feedback from participants:

學員回饋:

A thought provoking seminar. A chance to see different quality standards (of gifted education) of different countries and know the rationale behind setting the standards.

一 個 刺 激 思 維 的 講 座。 有 機會看到 不同 國 家 為資 優 教育定 立的 效 能 指 標 及了解 其背後理念。

SEMINAR 專題講座

Gifted Education: Leadership and Management 資優教育：領導與管理 29 November & 10 December 2011 2011 年11月29日及12月10 日

Feedback from participants:

學員回饋:

˙This course inspired me to review the possibility of ˙ 這個課程引發我反思在校推行資優教育的 implementing GE in my school. 可行性。 ˙The concrete examples did help me to understand more about ˙ 導師引用具體例子，加深了我對調適課程 how to differentiate the curriculum in greater depth in class. 深度的認識。 ˙The school experience sharing was inspiring. ˙ 學校經驗分享有助啓發思考。

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NEWS BITES 要聞剪影

WORKSHOP 專題工作坊

Adapting Learning and Teaching in the Regular Classroom for the Gifted

By Ms. Kate Niederer | Kate Niederer 女士主講 2 December 2011 (Primary School Session) & 5 December 2011 (Secondary School Session) 2011年12 月2 日 ( 小學場次 ) 及 2011年12 月5 日 ( 中學場次 ) Feedback from participants:

學員回饋:

˙Acquire the skills how to differ the content and process for ordinary and gifted children.

˙ 學會 如 何 調 適 教學內容 和 過 程， 以 照 顧 班上資優生及其他學生的需要。

˙Ways of planning units engaging students; ways of encouraging and motivating students.

˙ 認識如何設計能引發學生投入學習的教學 單元，以及提升學生學習興趣的方法。

LEARNING CIRCLE 小組研習

Keeping the Passion Alive: Identifying and Catering for Mathematically Gifted Students

By Ms. Kate Niederer 3 December 2011

Kate Niederer 女士主講 2011年12 月3 日

Feedback from participants:

學員回饋:

˙Learned practical strategies that I can use right away in my classroom to cater for gifted students.

˙ 認識如何在課堂內照顧資優生的實用策略。 ˙ 啓發了我思考教導資優生的可行方法。

˙Opens my mind to many possibilities to deliver a lesson to gifted students.

WORKSHOP 專題工作坊

WORKSHOP 專題工作坊

Project Horme (I) Knowledge Building: “Understanding the Social and Emotional Issues of Gifted Learners 知識建構︰了解資優生的社交及情意需要

Project Horme (I) Knowledge Building: “Unleashing Perfectionism” 知識建構︰讓具完美主義特質的資優生釋懷

17 December 2011 2011 年12月17日

20 December 2011 2011 年12月20日

Special Past Events 已舉辦特備活動 INTERNATIONAL SYMPOSIUM AND WORKSHOP 國際討論會及工作坊

Giftedness in East-Asia: Explorations in the Actiotope Model of Giftedness 1-3 August 2011 2011年8月1至 3日 SYMPOSIUM 研討會

Nurturing Gifted Learners: Connectedness, Life Skills, Creativity and Talent Development 培育資優學習者：聯繫感、生活技能、創造力與才華發展 15 October 2011

2011年10月15日

I N S P I R E I S S U E N O. 6 匯 賢「資」訊 第 六 期

JANUARY – JUNE 2012 2012 年 1月至 6 月

Parent Support 家長支援服務 Free-of-charge Outreach Parent Seminars 免費到校家長講座 ABCs of Giftedness 資優基本法 Nurturing the Gifted 如何培育資優兒 Affective Needs of Gifted Children 情意百寶袋 Nurturing Creativity in Young Children 解開創造力之謎

A 1.5-hour school-based seminar will be provided. Schools and organisations are welcome to call 3940 0104 for details and appointment. 以校本形式提供1.5小時的講座，歡迎學校及機構致電3940 0104預約及查詢。 Priority will be given to applications by the same school sponsoring bodies; or a joint-school event; or an event with more than 200 participants.

Critical Thinking Skills 批判思維放大鏡

以同一辦學團體，或最少三間學校，或多於二百位與會者名義提出的申請， 將獲優先考慮。

Parent Workshops 家長工作坊

Target 對象

Date 舉辦日期

Behavioural Modification and Emotions Management (Re-run) 情緒管理與行為矯正（重辦）

Parents of gifted children 資優兒童的家長

14 and 21 January 2012 2012年1月14及21日

Mindfulness: Managing the Stress of Your Gifted Children (Re-run) 正念 — 壓力管理系列（重辦）

28 January and 4 February 2012 2012年1月28及2月4日

Talent Development Planning for 2e Children 雙重特殊資優兒的才智發展規畫

18 February 2012 2012年2月18日

Emotion Coaching Parenting Project 「情緒教練」家長培訓課程

Parents of gifted children between K2 and Primary 6 正就讀K2至小六資優兒童的家長

February and March 2012 2012年2月至3月

Higher Order Thinking (Re-run) 學習技巧與高階思維（重辦）

Parents of gifted children 資優兒童的家長

17 and 24 March 2012 2012年3月17及24日

Nurturing Executive Skills 發展資優兒的執行功能

14 and 21 April 2012 2012年4月14及21日

Coping Developmental Issues of Gifted Adolescence: Sibling Issues, Being Different, Gifted Identity 資優與成長：青少年系列

19 and 26 May 2012 2012年5月19及26日

Understanding Your Gifted Child (Re-run) 解構資優兒系列（重辦）

9 and 16 June 2012 2012年6月9及16日

Special Events 特別項目

Target 對象

Date 舉辦日期

Social workers and School Guidance Personnels 社工及學生輔導人員

22 February 2012 2012年2月22日

Parent Orientation 2012 新學員家長迎新日2012

Parents of our new student members in 2012 二零一二年新學員家長

February 2012 2012年2月

The 2012 Parent Conference 2012 年度家長會議

All parents 所有家長

3 March 2012 2012年3月3日

Project Twice-exceptional Resource Pack Dissemination 「尋找雙重特殊資優兒計劃」資源套發佈會

Charged Customised Programmes 收費特定工作坊 Customised consultancy and training in schools 特定諮詢服務及到校培訓課程

We also offer customised workshops and consultation services to schools and organisations for a modest charge. They can be tailor-made to meet the needs of parents. For details and appointment, please contact us at 3940 0104 / consultation@hkage.org.hk. 我們亦為學校及機構提供適度收費的特定工作坊及諮詢服務，其內容可另作擬定及剪裁，以滿足 家長的需要。歡迎致電 3940 0104 或電郵consultation@hkage.org.hk預約及查詢。

The above information provided is subject to confirmation. Please visit the “Parent Zone” of our website: www.hkage.org.hk for details. 上述各項活動資料以本學院網頁內公佈為準。請登入學院網站內的「家長園地」查閱詳情。網址： www.hkage.org.hk Consultation and Assessment Centre Information 諮詢及評估中心 Hotline 熱線電話: 3940 0106 Email 電郵: consultation@hkage.org.hk

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UPCOMING EVENTS OF THE ACADEMY 學院動向

JANUARY – MAY 2012 2012 年1月至 5 月

Teacher Professional Development Programmes 教師專業發展課程 Special Events 特別項目

Target Group 培訓對象

Date 舉辦日期

The Annual Hotung Lecture 2012: “Critical Questions in Talent Development” 何 東 資 優 教 育 演 講 2012：「才 智 發 展 的 關 鍵 問題」

School leaders, curriculum coordinators, teachers, social workers and educational psychologists working with gifted or high-ability learners 學校領導、課程統籌主任、教師、負責支援高能力 學生或資優生的學校社工及教育心理學家

11 January 2012 (A.M.) 2012年1月11日（上午）

Hong Kong Biennial Gifted Education Conference 2012 2012香港資優教育雙年會議

School leaders, curriculum coordinators, teachers, social workers and educational psychologists working with gifted or high-ability learners 學校領導、課程統籌主任、教師、負責支援高能力 學生或資優生的學校社工及教育心理學家

17 May 2012 (Whole Day) 2012年5月17日（全日）

New Courses under Professional Development Framework in Gifted Education 資優教育教師專業發展架構—新辦課程 Foundation Course in Gifted Education (Online Leaning) 資優教育基礎課程(網上學習)

All School Practitioners 所有學校專業同工

Starting from February 2012 2012年2月起

Intermediate Course in Gifted Education: Leadership & Management 資優教育進階課程：「領導與管理」

Primary & Secondary School GE Managers and GE Coordinators 中、小學資優教育行政管理人員及課程統籌

February 2012 2012年2月

Thematic Courses / Workshops / Seminars 專題課程/工作坊/講座 Thematic Course: “Project Horme: Mentorship” 專題課程：「良師計劃」

School Social Workers, School Counsellors, Primary & Secondary School Student Guidance Teachers and Teachers 中、小學學校社工、學生輔導教師及教師

6 January – 14 April 2012 2012年1月6日至4月14日

Thematic Workshop: Project Horme (I): Knowledge Building: Mentoring Gifted Students 專題工作坊：「良師計劃 – 啟迪資優生才能」

Primary & Secondary School Social Workers, School Counsellors, Student Guidance Teachers and Teachers 中 、小學學校社工、學生輔導教師及教師

7 January 2012 (P.M.) 2012年1月7日（下午）

Thematic Workshop 專題工作坊： “Identifying mathematically precocious adolescents and nurturing them by supporting their educational needs” (In English)

Primary & Secondary School Teachers 中、小學教師

12 January 2012 (P.M.) 2012年1月12日（下午）

Thematic Workshop 專題工作坊： “Identifying precocious adolescents especially talented in spatial-visualization: Nurturing them by supporting their educational and psychological needs” (In English)

Primary & Secondary School Teachers 中、小學教師

12 January 2012 (P.M.) 2012年1月12日（下午）

Thematic Seminar 專題講座： “Embracing Twice-exceptional Learners in Inclusive Education: Planning, Development and Evaluation” (In English)

Primary & Secondary School Principals, VicePrincipals, Curriculum Leaders, Educational Psychologists, School Social Workers, School Counsellors and Student Guidance Teachers 中、小學校長、副校長、課程領導、課程統籌、教育 心理學家、學校社工、學校輔導員及學生輔導教師

15 February 2012 (Whole Day) 2012年2月15日（全日）

Thematic Workshop 專題工作坊： “Strategies to Encourage the Growth of Gifted Learners with ADHD” (In English)

Primary & Secondary School Social Workers, School Counsellors, Student Guidance Teachers, Education Psychologists and Teachers 中、小學學校社工、學校輔導員、學生輔導教師、 教育心理學家及教師

16 February 2012 (A.M.) 2012年2月16日（上午）

I N S P I R E I S S U E N O. 6 匯 賢「資」訊 第 六 期

Thematic Courses / Workshops / Seminars 專題課程/工作坊/講座 Thematic Workshop 專題工作坊： “Strategies to Nourish Gifted Learners with Dyslexia” (In English)

Primary & Secondary School Social Workers, School Counsellors, Student Guidance Teachers, Education Psychologists and Teachers 中、小學學校社工、學校輔導員、學生輔導 教師、教育心理學家及教師

16 February 2012 (P.M.) 2012年2月16日（下午）

Thematic Workshop 專題工作坊： “How to Cultivate Creativity in Schools: A Talent Development Perspective” (In English)

Primary & Secondary School Curriculum Leaders and Teachers 中、小學課程統籌及教師

1 March 2012 (P.M.) 2012年3月1日（下午）

Thematic Workshop 專題工作坊： “Gifted Identification beyond the IQ Test in the 21st Century” (In English)

Primary & Secondary School Curriculum Leaders, Teachers, Education Psychologists and other specialists supporting gifted / highly-able learners 中、小學課程統籌、教師、教育心理學家及 支援資優/高能力學生的專業人士

2 March 2012 (P.M.) 2012年3月2日（下午）

Learning Circle 小組研習： “Practical application on fostering creativity and the assessment means used in school context” (In English)

Primary & Secondary School Curriculum Leaders and Teachers 中、小學課程統籌及教師

5 March 2012 (P.M.) 2012年3月5日（下午）

The above information provided is subject to confirmation. Please visit the “Teacher Zone” of our website: www.hkage.org.hk for details. 上述各項活動資料以本學院網頁內公佈為準。請登入學院網站內的「教師園地」查閱詳情。網址： www.hkage.org.hk

JANUARY – MARCH 2012 2012 年 1月至 3 月

Student Programmes and Services 學生服務 Humanities 人文學科

Mathematics 數學

Introductory Workshop in Chinese Script Writing 中文劇本寫作初階工作坊

Mathematics Ignition – Algebra 數學燃動課程―代數

Introductory Course in English Classical Literature 英國古典文學初階課程

International Mathematical Olympiad Training (Phase III) 國際數學奧林匹克訓練（第三階段）

Introductory Course in Philosophy 哲學初階課程

HK Winter Mathematics Olympiad 冬季數學奧林匹克

Introductory Course in Sociology 社會學初階課程

Introduction to Olympiad Mathematics (Phase I) 數林匹克初探（第一階段）

Introductory Course in Film Art and Culture 電影藝術與文化初階課程

Geometry I (Online Learning Programme) 幾何學一（網上學習課程）

Psychology (Online Learning Programme) 心理學（網上學習課程）

Sciences 科學

Leadership 領導才能

Enhancement Programme for Gifted Students in Physics 物理奧林匹克培訓課程

Communication Skills Workshop 溝通技巧工作坊

Training for the International Junior Science Olympiad 國際初中科學奧林匹克培訓課程

Project Planning – Change Management Workshop 項目規劃―變更管理工作坊

Astronomy Programme 天文學課程

Hong Kong Government Study and Leadership Training 香港管治與領袖培訓 Personal Growth and Social Development Series 個人成長及社交發展系列 Self-understanding Workshop (Senior Class) 自我認識工作坊（高中組） Student Community Service Group 社區服務小組 Sharing sessions 分享環節

Thematic Talk 主題式講座 Academic talks in each domain are held regularly 定期舉辦各範疇學術講座 Competition 比賽 Hong Kong Physics Olympiad 2012 2012香港物理奧林匹克 International Mathematical Olympiad Preliminary Selection Contest Hong Kong 2012 2012國際數學奧林匹克―香港選拔賽

The above information provided is subject to confirmation. Please visit the “Student Zone” of our website: www.hkage.org.hk for details. 上述各項活動資料以本學院網頁內公佈為準。請登入學院網站內的「學生園地」查閱詳情。網址： www.hkage.org.hk

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TITLE 刊物名稱

INSPIRE: The Gifted Education Magazine for Educators 匯賢「資」訊 AUTHOR 作者

Subscribe to INSPIRE Issue No.6 訂閱《匯賢「資」訊》第六期 If your school/organisation is interested in subscribing to this issue of INSPIRE, please fill in the form below and fax it to 3940 0201.

The Hong Kong Academy for Gifted Education Ltd 香港資優教育學院有限公司

假如 貴校/機構有興趣訂閱今期《匯賢「資」訊》，請填妥下列資料， 並傳真至3940 0201。

EDITORS 編輯

□ 50 copies or less 50 本或以下

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□ 201 or more 201本或以上

Clara Tam, Man-kit Ng, Alfred Lau, Nelson Lai, Patrick Lam 談勵紅、吳文潔、劉日嵐、 黎永業、林克忠

Subscription service for INSPIRE, order quantity 訂閱數量

Contact information 聯絡資料

TRANSLATOR 翻譯

Name 姓名 :

James Lee 李浩海

Position 職位 :

PUBLISHER 出版

Telephone 電話 :

The Hong Kong Academy for Gifted Education Ltd 香港資優教育學院有限公司

Name of School / Organisation 學校/ 機構名稱 :

The electronic version of INSPIRE is available on our website. 學院網站備有《匯賢「資」訊》網上版， 可供參考及下載。

Contact Us 聯絡我們 If you have comments and suggestions to improve INSPIRE, please contact us. You are welcome to contribute articles to this magazine! 假如你對今期內容有任何意見及建議，歡迎聯絡我們。 歡迎各位踴躍投稿！ Email 電郵：tpd@hkage.org.hk

The Hong Kong Academy for Gifted Education 香港資優教育學院 ISSN 2219-4576

Sha Kok Estate, Shatin, New Territories, Hong Kong 新界沙田沙角邨 Tel 電話 : (852) 3940 0101 Fax 傳真 : (852) 3940 0201 Email 電郵 : academy@hkage.org.hk Website 網址 : www.hkage.org.hk Copyright © 2011 by The Hong Kong Academy for Gifted Education Ltd. Printed in Hong Kong. All rights reserved. 香港資優教育學院有限公司 2011 年 © 版權所有 香港印刷。未經許可，不得轉載。