| Abstract: | 本研究旨在探討一位「高功能自閉症」學生的國中學校經驗，研究先經由蒐集文獻資料，探討高功能自閉症的特點及國中生行為的特色，接著觀察個案的學校生活並配合蒐集的文件資料、半結構式的訪談和問卷，最後進行分析、討論、省思並歸納出結論提出具體建議，根據研究目的及研究結果，做出以下四個層面的結論：
一、「高功能自閉症」個案學生國中學校經驗中的人際關係：
在同儕方面由於無法理解別人的想法且不易主動與人交際，故難以和同儕建立友誼﹔在師生關係方面，個案對任課老師懷有畏懼感而老師在課堂之餘也難有時間與個案接觸所以師生關係冷淡。
二、「高功能自閉症」個案學生國中學校課業學習經驗：
個案學生課業表現除體育以外所有學業成績皆屬於優良，但課堂學習會出現分心、自顧行為且難以融入合作教學，需要由同伴不斷提醒才能專心。
三、「高功能自閉症」個案學生的國中學校行為表現：
不易接受失敗和無預期的改變，面臨壓力會出現暴躁、自虐行為，需擁有一個「秘密基地」做為修復情緒的避難所。
四、「高功能自閉症」個案學生學校經驗對生命教育的啟示：
個案在整個學校經驗中面臨最大的問題是同儕霸凌，藉由生命教育的宣導可讓學生瞭解生命的價值、學會尊重不同的族群，降低霸凌行為的發生。
The objective regarding this study is predominately aimed at exploring the experiences in relation to a "high-functioning autistic"student of a public junior high school.Meanwhile,the study primarily focuses on the features pertaining to high-functioning autism in line with the behavioral characteristics concerning junior high school students.Methodology-wise, the semi-structured in-depth interview, literature review and case-study analysis have been conducted to further put forward a certain concrete suggestions. Most significantly,based on the aforementioned, a four-point conclusion is de duced as follows：
1."High-functioning autistic" studied subject, i.e. the case student's interpersonal relationships at the junior high school:
Reality-wise, it is exceedingly arduous for the studied subject, the case student to reinforce friendship with her peers specifically owing to she is unable to comprehend others' perceptions and tends not to take the initiative to communicate with others.
Similarly, due to the studied subject indicated above seems to be intimidated by the authority of teachers, she encounters the identical issues when it comes to establishing the interpersonal relationship with teachers. Meanwhile, the teachers merely have relatively-limited spare time to reinforce the bond with her. As a consequence, the relationship between the studied subject, i.e. the autistic student and her teachers seems to be detached.
2."High-functioning autistic" studied subject, i.e. the case student's academic learning circumstances and overall performance:
In terms of the academic performance, the studied autistic student has excelled in the overall subjects, except the physical education.As regard to learning circumstances, explicitly, there are some concerns in connection with distraction, self-centered demeanor as well as incompetence of integrating into the cooperative teaching. As a result, constant reminders and attention from the fellow peers are required.
3. "High-functioning autistic" studied subject's behavioral conducts and misconducts:
Compared with her fellow peers, the studied subject does not accept failure and unexpected scenarios well and is prone to respond to pressure with irritation and self-inflicted abuse. In accordance with the aforementioned, it is indispensable for her to possess a clandestine sanctuary where she could reconcile herself to the negative sentiment. With respect to the abstract things, visual illustrations or tabulation could be further utilized to deepen her impression.
4. The inspirational lesson extracted from life education and its application on the studied "high-functioning” autistic student’s experience at school:
The most daunting challenge the studied subject encounters at school is peer bullying. Through life education, it enables the fellow peers to comprehend while appreciating the value of every individual life, which further helps them to learn and respect the disparate ethnic groups, significantly reducing the incidence of bullying. |
