簡易檢索 / 詳目顯示

研究生: 徐曉帆
Hsu, Hsiao-Fan
論文名稱: 一位學習障礙觀念攝影藝術家的成長歷程暨鏡頭裡的學障影像
The development experience of a conceptual photography artist with learning disabilities and images of learning disabilities in the lens
指導教授: 陳昭儀
Chen, Chao-Yi
學位類別: 碩士
Master
系所名稱: 特殊教育學系
Department of Special Education
論文出版年: 2020
畢業學年度: 108
語文別: 中文
論文頁數: 284
中文關鍵詞: 學習障礙觀念攝影成長歷程障礙經驗敘說研究
英文關鍵詞: learning disabilities, conceptual photography, development experience, obstacle experience, narrative inquiry
DOI URL: http://doi.org/10.6345/NTNU202000980
論文種類: 學術論文
相關次數: 點閱:183下載:10
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 本研究以立意取樣,選取一位在影像創作領域有傑出表現之學習障礙觀念攝影藝術家為研究參與者,旨在探討研究參與者之成長歷程與其所感知的障礙經驗。透過研究參與者之生命經驗及學習障礙影像創作意涵之敘說,重現其學習成長之背景與歷程,及其感知的障礙經驗。

    本研究採用敘事研究中之「整體—內容」及「類別—內容」模式進行分析,以整體脈絡檢視研究參與者之成長歷程,並歸納研究參與者所感知的障礙經驗類別,再從研究參與者對其「學習障礙影像創作」意涵的敘說中,探索其影像創作中所表達之學習障礙意涵。研究結果發現如下:

    一、 成長歷程
    研究參與者在學齡期浮現閱讀、書寫、專注力、溝通表達、社會技巧與人際互動困難等學習障礙症狀,並為各個發展階段帶來不同的挑戰。學齡期在追趕課業中渡過;青春期的國中階段,面對學習與人際互動上的挑戰,交織成最痛苦的一段時光;隨著適性發展、培養個人學習方法、拓展交友圈,進入成年期後,研究參與者能掌握大學與研究所課業要求,人際關係也在摸索中成長。

    研究參與者在學齡前期即展現繪畫的興趣並持續培養成能力;青春期參賽獲獎後,研究參與者看見自身藝術的潛能,並在每一階段的升學路徑抉擇中,整合評估自身特質、興趣、能力,選擇適合個人發展的方向。成年期,研究參與者長期培養的創作能力獲得國內外競賽肯定,並採觀念攝影方式創作一系列以學習障礙為主題的影像作品。

    二、 學障影像意涵
    研究參與者以觀念攝影方式創作,將其成長歷程中感觸最深刻的障礙症狀轉化為影像作品,呈現其在「溝通表達」、「人際互動」、「閱讀與學習」中的體會,進一步讓外界能藉由創作理解學習障礙者所感知的障礙經驗。

    三、 成長歷程與影像創作交織下的內涵
    「溝通表達」、「人際互動」、「閱讀與學習」所帶來的困擾,在成長歷程裡帶來不同層次的影響。「閱讀與學習」上的困難,隨著青春期階段找到學習方法,並在藝術領域適性發展後,為人生帶來的影響逐漸下降。「溝通表達」與「人際互動」的困難,則在學齡期浮現,並在各個階段不同的學習、生態環境中交錯影響,持續為人生帶來挑戰。

    四、 探索克服逆境的支持力量
    自我接納、個人的學習態度、自我覺察與統合、父母的教養與支持、合適的生態環境、重要貴人的支持,是克服障礙症狀,並迎向獨一無二精采人生背後的不可或缺支持力量。

    最後,研究者提出以下建議給學習障礙者,自我接納,並找到與障礙共存的方法;面對學習,需要堅毅不放棄的毅力;探索個人特質、興趣與優勢能力,整合評估未來發展;拓展人際交友圈,提升溝通表達與人際互動能力。對於教育現場工作則期盼教師們留意學習障礙者之社會技巧困難,鼓勵學生表達內在想法,以支持與接納的態度促進學習障礙者的整體學習適應。此外,加強輔導與特殊教育之合作,並培養情緒調適能力、問題解決能力,同時也需看見學習障礙者的優勢能力,適性揚才,並提供轉銜至職場的支持關懷,協助學習障礙者適應職場生態環境。

    This study is based on purposive sampling to select a photography artist with outstanding performance in the field of image creation as a research participant. The purpose was to explore the participants' development experience and the obstacle experience he perceive. Through studying the life experience of the participant and the narrative meaning of the image creation of learning disabilities, the learning and growthing background and the obstacles of the perception were reproduced.

    The study adopted narrative inquiry as its research method and used the model of "holistic-content" and "categorical-content" for analysis. The study also reviewed development through the research participant in a holistic context and summarized the types of obstacles experienced by the research participant. From the narratives of research participant about the meaning of "image creation of learning disabilities", the researcher explored the meaning of learning disabilities expressed in their image creation. The results of the study were as follows:

    1. Development experience

    During the school period, the research participant had symptoms of learning disabilities such as reading, writing, concentration, communication, social skills, and interpersonal interaction difficulties, which brought different challenges to each stage of development. He tried hard to keep up with academic requirements during school age. During the middle school stage of adolescence, he encountered challenges in learning and interpersonal interaction, which were intertwined the most painful period of time. With the development of adaptability, he developed a personal learning method and expanded his social life. After entering adulthood, he could met the requirements of university and research institutes, and his interpersonal relationships also grow with the exploration.

    In the development of the artistic career, the research participant showed his interest in childhood and developed ability. After winning the competition in adolescence, the research participant was aware of his artistic potential. Among choices of direction for further studies, he evaluated his traits, interests, and abilities, and chose a direction of appropriate development. In adulthood, the creative ability cultivated by the research participant was recognized by domestic and foreign competitions. He used conceptual photography to create a series of images on the subject of learning disabilities.

    2. Implications of images of learning disabilities

    The research participant used conceptual photography to create, transforming the most profound symptoms of obstacles during his growth in photography. The images unveiled his experience in "communication and expression", "interpersonal interaction", and "reading and learning", so as to further enable others to understand the obstacle experience perceived by people with learning disabilities through creation.

    3. The intersection of images of learning disabilities and development experience

    The difficulties of "communication and expression", "interpersonal interaction", and "reading and learning" have brought different levels of influence in the growth process. Difficulties in "reading and learning", with the development of learning methods during adolescence, and the appropriate development in the field of art, the impact on life gradually decreases. The difficulties of "communication and expression" and "interpersonal interaction" emerge in the school period, and are intertwined in different learning and ecological environments at various stages, and these two factors continue to bring challenges to life.

    4. Supporting power to overcome adversity
    Research participant has overcome obstacles and adversities, and has continued to thrive. This is related to self-acceptance, personal learning attitudes and self-expectation, understanding and mastering personal strength, parental support and upbringing attitude, appropriate ecological environment, and significant other’s support.

    Finally, the researcher put forward the following suggestions to people with learning disabilities:
    1. Develop self-acceptance, and find ways to coexist with obstacles.
    2. In the face of learning, they need to persist through the end without
    ever quitting.
    3. They need to explore personal traits, interests and superior capabilities,
    integrating these characters to evaluate future development.
    4. They need to expand the circle of friends, improve the ability of
    communication and interpersonal interaction.

    The advice for teachers is to pay attention to the social skills of people with learning disabilities. Teachers should encourage students to express their inner thoughts and use the attitude of support and acceptance to promote the overall learning adaptation of people with learning disabilities. In addition, teachers should enhance the cooperation between psychology teachers and special education teachers to help students with disabilities develop emotional adjustment ability and problem solving ability. At the same time, it is also necessary to see the strengths of people with learning disabilities and find a suitable development direction. Schools will provide support and care for transitioning to the workplace, and assist those with learning disabilities to adapt to the workplace ecological environment.

    目錄 第一章 他的故事,我的啟程 1 第一節 啟程的理由 1 第二節 旅程目的 5 第三節 尋幽探訪 6 第二章 旅程地圖 9 第一節 心理社會發展理論 10 第二節 學習障礙者之學習經驗 15 第三節 學習障礙者之人際互動經驗 22 第四節 學習障礙者之社會情緒經驗 29 第五節 學習障礙者之工作經驗 36 第六節 觀念攝影 43 第三章 收拾行囊 49 第一節 敘事研究 50 第二節 研究參與者 53 第三節 研究者角色 59 第四節 研究程序 61 第五節 資料蒐集與整理 65 第六節 研究倫理 82 第七節 研究信賴度與研究品質 83 第四章踏上旅程 87 第一節 學習障礙觀念攝影藝術家的成長歷程 88 壹、蟄伏的青春 88 一、追趕課業的那些年 89 二、學習成長的搖籃 110 三、孤獨星球上的小王子 117 貳、藝術生涯的開展 131 參、揮別校園後的那些年 150 第二節 鏡頭裡的學障影像 165 第三節 解讀成長歷程與學障影像交織下的內涵 188 第四節 逆風飛翔的翅膀—探索克服逆境的支持力量 207 第五章 旅程後記 217 第一節 研究結論 217 第二節 研究省思 226 第三節 研究建議 246 第四節 研究貢獻與限制 254 寫在旅程之後 256 參 考 文 獻 259 附錄一 訪談大綱 272 附錄二 研究邀請函 274 附錄三 研究參與同意書 275 附錄四 文本檢核函 277 附錄五 非正式對話與互動記錄表 278

    參考文獻

    一、中文部分
    于曉平、詹秀雯、劉慧玲(1995)。學習障礙兒童個案鑑定報告,特殊教育刊,55,29-32。
    王文科(1997)。特殊教育導論。臺北:心理。 王文科、王智弘(2010)。教育研究法。臺北:五南。 王勇智、鄧明宇(譯)(2008):敘說分析(C. K. Riessman 著: Narrative Analysis. California)。臺北:五南。(原著出版於 1993)。
    王雅萍(2012)。高中職學習障礙學生畢業後工作適應之研究 (未出版)。國立彰化師範大學特殊􏰀育學系碩士論文,彰化。
    甘逸豪(2014)。意體流動—影像創作探析(未出版)。崑山科技大學視覺傳達設計系碩士論文,臺南。
    伍振榮(2008)。數碼攝影天書。北京:中國攝影出版社。
    朱佑聆(2010)。國小學習障礙學生自我概念之研究(未出版)。國立屏東􏰀育大學特殊􏰀育學系碩士論文,屏東。 吳芝儀(2005)。􏰂事研究的方法論探討。載於齊力、林本炫(主編),
    質性研究方法與資料分析(145-188)。嘉義:南華大學。吳芝儀(譯)(2008)。敘事研究閱讀、分析與詮釋(原作者: Lieblich,A., Tuval-Mashiach, R., & Zilber, T.)。嘉義:濤石文化。
    吳嘉真(2013)。就業中的學習障礙青年從學校到職場的困難與因應之研究。(未出版),國立台灣師範大學復健諮商研究所碩士論文,臺北。
    李慶良(1994)。學習障礙之定義與鑑定方法之探討。特殊教育學報, 8, 251-272。 李靜怡、劉明松(2011)。高雄市國中學習障礙學生自我概念與學校適應。東臺灣特殊教育學報,13,99 -126。
    杜曦云(2008)。觀念攝影與紀實攝影的互涉。北方美術:天津美術學院學報,4,21-22。
    沈麗慧(2002)。普通班教師改善學習障礙兒童學習適應之行動研究(未出版)。國立臺北師範學院特殊􏰀育學系碩士論文,臺北。
    周台傑(1999)。學習障礙學生鑑定原則鑑定基準說明。載於張蓓莉 (主編),身心障礙賦優異學生鑑定原則鑑定基準說明手冊 (75-91)。臺北:􏰀育部特殊􏰀育工作小組。
    周佳樺(2013)。大專校院學習障礙學生學校適應壓力及因應歷程之 研究。國立東華大學特殊􏰀育學系碩士論文(未出版),花蓮。
    周怜利(譯)(2000)。Erikson 老年研究報告—人生八大階段(原 作者:E. H. Erikson, J. M. Erikson, & H. Q. Kivnick)。臺北:張老 師文化。
    林宏熾、陳麗如、林巾凱、鄭淑芬(2000)。台灣地區身心障礙青年 生涯自我概念與轉銜服務之研究(I)。行政院國家科學委員會專 題研究計畫成果報告(NSC89-2413-H-018-014)。
    林佳蓉(2012)。高中職學習障礙學生自我概念與同儕關係之研究(未 出版)。國立彰化師範大學特殊􏰀育學系碩士論文,彰化。
    林芳于(2014)。因病痛而才華洋溢的女藝術家-芙烈達卡蘿與草間彌生。美育,197,33-38。
    林信香(2003)。國小學習障礙學生自我概念及生活適應之研究。(未出版)。國立臺中􏰀育大學特殊􏰀育學系碩士論文,臺東。
    林美珠、溫錦真(2018)。臺灣心理與諮商􏰂事研究之回顧與展望。中華輔導與諮商學報,53,81-116。
    林哲宇(2014)。國中資源班教師教導學習障礙學生之教學困擾及因 應策略研究-以台南市為例(未出版)。國立嘉義大學特殊􏰀育學 系碩士論文,嘉義。
    邱志釤(2008)。國中學習障礙學生社交技巧與其認知功能之相關研究(未出版)。國立彰化師範大學特殊􏰀育學系碩士論文,彰化。金樹人(2005)。心理位移辯證效果敘事之敘事分析。行政院國家科學委員會專題研究成果報告(NSC93-2413-H-003-001)。
    洪秋慧(2009)。大專學習障礙學生在校生活適應之研究(未出版)。
    國立彰化師範大學特殊􏰀育學系碩士論文,彰化。洪榮照、林信香(2005)。國小學習障礙學生自我概念及生活適應之研究。特殊教育與復健學報,14,55-84。
    洪儷瑜(2000)。學習障礙者教育(五版)。臺北:心理。
    洪儷瑜(2006)。學習障礙􏰀育在臺灣的第一個三十年—回顧與展望。特殊教育季刊,100,3-15。
    胡永崇(2013)。學習障礙者之􏰀育。載於王文科(主編):特殊教育導論(332 -328)。臺北:五南。
    胡永崇、黃秋霞、吳兆惠、胡譽鏵、顏玉華(譯)(2006)。學習障礙。 (原作者: W. N., Bender)。臺北:心理出版社。
    張心龍(譯)(1993)。杜象訪談錄(P. Cabanne 著:Dialogues with Marcel Duchamp)。臺北:雄獅。
    張世慧(2006)。學習障礙導論。臺北:五南。張泓(2015)。學習障礙青年就業歷程之探討(未出版)。國立彰化師範大學復健諮商研究所碩士論文,彰化。
    張春興(1992)。張氏心理學辭典。臺北:東華。
    張春興(1999)。教育心理學-三化取向的理論與實踐。臺北:東華。
    張春興(2004)。現代心理學。臺北:東華。
    􏰀教育部(2013 修訂)。身心障礙與資賦優異學生鑑定辦法。線上檢索 日期:2019 年 01 月 02 日。網址: https://law.moj.gov.tw/LawClass/LawAll.aspx?pcode=H0080065。
    􏰀教育部(2019)。108 年特殊教育統計年報。臺北:􏰀教育部。線上檢
    索日期:2020 年 6 月 6 日。網址:
    https://www.set.edu.tw/actclass/fileshare/default.asp
    郭為藩(1979)。資賦優異兒童生活適應(自我觀念)之評鑑。載於
    教育部國民􏰀育司 (主編),資賦優異兒童教育研究實驗叢書,
    第五輯(14-29)。臺北:教􏰀育部。
    陳佳齡(2006)。不同教育階段學習障礙學生人際關係之研究(未出版)。國立彰化師範大學特殊􏰀育學系所碩士論文,彰化。
    陳勇祥、林玉霞(2018)。身心障礙學生就讀大學校院遭遇之問題與困境。雲嘉特教,28,15-21。
    陳英進、吳美姝(2006)。特殊􏰀育安置對特殊兒童自我觀念的影響。幼兒保育研究集刊,2( 1),84-94。
    陳國洲(2005)。國小普通班學習障礙學生及其教師所遇困難(未出版)。國立彰化師範大學特殊􏰀育學系碩士論文,彰化。
    單延愷、洪儷瑜、陳心怡(2008)。非語文學習障礙篩選量表編製研究。特殊教育研究學刊, 33( 3),95-123。
    曾瓊禎(2018)。學習障礙大學生韌性發展歷程探究(未出版)。國立臺灣師範大學特殊􏰀育學系博士論文,臺北。 游本寬(2003)。美術攝影論思。臺北:北市美術館。
    鈕文英(2014)。質性研究方法與論文寫作。臺北:雙葉書廊。
    黃己娥、王天苗(2007)。迢迢學習路-一位學障生的學習經驗。特殊教育研究學刊,32( 3),111-132。
    黃瑋苓(2009)。高中職學習障礙學生之生涯決策困境。特殊教育季刊, 112,18-24。 黃韞臻、林淑惠、劉響慧(2007)。大專院校學生的壓力來源與因應方式之研究。教育與心理研究,30( 2),147-174。
    葉光輝(譯)(2007)。性格心理學:理論與研究(原作者: Lowrence, A., Daniel. C., & Oliver, P.)。臺北:雙葉書廊。
    葉怡君(2016)。觸碰隱形的高牆-國中學習障礙學生之學習與生活經驗探究(未出版)。國立嘉義大學輔導與諮商學系研究所碩士論文,嘉義。
    詹文宏、周台傑(2006)。高中職學習障礙學生和一般學生學校適應模式之研究。特殊教育學報,24,113-134。
    樊婉貞(2008)。非關真相:九○年代至今華人觀念攝影。台北:典藏藝術家庭。
    潘淑滿(2003)。質性研究 : 理論與應用。臺北,心理。
    蔡小涵(2011)。黛安‧.阿柏斯觀念攝影之研究(未出版)。國立臺中教育大學美術學系碩士論文,台中。
    蔡佳靜(2008)。學習障礙學生之溝通技巧訓練。特教園丁,6533,19-23。
    蔡美玉(2004)。國小學習障礙學生生活適應與人際問題解決能力之研究(未出版)。國立彰化師範大學特殊􏰀育研究所碩士論文,彰化。
    鄭世昌(2005)。國民中學學習障礙學生自我概念與生活適應之研究。特殊教育學報,21,185-186。
    鄭玉菁(譯)(2005)。攝影學批判導讀(L. Wells 著:Photography: a critical introduction)。臺北:韋伯文化。
    鄭衍偉(譯)(2010)。無限的網:草間彌生自傳(草間彌生著:無限的網:草間彌生自傳)。臺北:木馬文化。
    蕭阿勤(2012)。訪談法。載於瞿海源、畢恆達、劉長萱、楊國樞(主編),社會及行為科學研究法:質性研究法(33–61)。臺灣:東海書局。
    謝易芬(2003)。高功能自閉症者自我概念之探索研究(未出版)。國立臺灣師範大學特殊􏰀育學系碩士論文,臺北。
    蘇燕華、王天苗(2003)。融合􏰀育的理想與挑戰-國小普通班􏰀師的經驗。特殊教育研究學刊,24,39-62。

    二、 外文部分
    Adelman, P. B., & Vogel, S. A.(1998). Adults with learning disabilities. In B. Y. L. Wong(ed.), Learning about learning disabilities, 2nd ed. (pp. 657-701).Toronto: Academic Press.
    Ainsworth, M. D. S, & Bowlby, J.(1991). An ethological approach to personality development. American Psychologist, 46(2), 333-341.
    Al-Yagon, M., & Margalit, M.(2014). Social cognition of children and adolescents with learning disabilities: Intrapersonal and interpersonal perspectives. In H. L. Swanson, K. R. Harris, &S. Graham(Ed.), Handbook of learning disabilities(2nd ed., pp. 278-292). New York: The Guilford.
    American Psychiatric Association.(2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition(DSM-5). Washington, DC: American Psychiatric Pub.
    Angrosino, M. V.(1989). Documents of interaction: Biography, autobiography, and life history in social science perspective. Gainesville, FL: University of Florida Press.
    Atkinson, R.(1998). The life stories interview. London: Sage.

    Barisa, M. T., & Rogers, J. S.(1990). Labeling learning disabled college students. Retrieved from ERIC database.(ED326140)
    Bell, S.(2010). Inclusion for adults with dyslexia: Examining the trasition periods of a group of adults in England: Clever is when you come to a brick wall and you have got to get over it without a ladder. Journal of Research in Special Educational Needs, 10, 216-226.
    Bowman-Kruhn, M., & Wirths, K. C. G.(Ed.).(1999). Everything You Need to Know About Learning Disabilities. New York: Rosen.
    Brown, D. S., & Gerber, P. J.(1994). Employing people with learning disabilities. In P. J. Gerber & H. B. Reiff (Ed.), Learning disabilities in adulthood: Persisting problems and evolving issues (pp. 194-203). Austin, TX: PRO-ED.
    Brozo, W. G., & Curtis, C. L.(1986). Coping strategies of four successful learning disabilities college students : A case study approach. 264 Retrieved from ERIC database.(ED281149)
    Bryan, T.H.(1991). Social problems and learning Disabilities. In B.Y.L.Wong(Ed.). Learning about Learning disabilities (pp.195-229). San Diego: Academic Press.

    Clandinin, D. J. & Connelly, F. M.(2000). Narrative inquiry:Experience and story in qualitative research. San Francisco, CA:Jossey-Bass. Corkett, J., Hatt, B., & Benevides, T.(2011). Student and teacher self-efficacy and the connection to reading and writing. Canadian Journal of Education, 34(1), 65-98.
    Cowen, S. E.(1988). Coping strategies of university students with learning disabilities. Journal of Learning Disabilities, 21(3),161-164.

    Denhart, H.(2008). Deconstructing barriers: Perceptions of students labeled with learning disabilities in higher education. Journal of Learning Disabilities, 41(6), 483-497.
    Deshler, D. D., Lenz, B. K., Bulgren, J., Schumake, J. B., Davis, B.,
    Grossen, B., & Marquis, J.(2004). Adolescents with Disabilities in High School Setting: Student Characteristics and Setting. Dynamics. Learning Disabilities: A Contemporary Journal 2(2), 30-48.
    Deshler,D. D.,Ellis,E. S., & Lenz,B. K.(Ed.).(1996). Teaching adolescents with learning disabilities(2nd ed.). Denver: Love.
    Dyson, L. L.(2003). Children with learning disabilities within the family context: A comparison with siblings in global self- concept, academic self-perception, and social competence. Learning Disabilities Research & Practices, 18(1), 1-9.doi: 10.1111/1540- 5826.00053

    Elksnin, L. K., & Elksnin, N.(2004). The social-emontional side of learning disabilities. Learning Disabilities Quarterly, 27, 3-8
    Estell, D. B., Jones, M. H. Pearl, R.. & Van Acker, R.(2009). Best friendships of students with and without learning disabilities across late elementary school. Exceptional Children, 76(1), 110-124.
    Erikson, E. H.(1963). Childhood and society. New York: Norton.
    Erikson, E. H.(1968). Youth and crisis. New York: Norton.

    Fourqurean, J.M., Meisgeier, C., Swank P.R., & Williams R.E.(1991) Correlates of postsecondary employment outcomes for young adults with learning disabilities. Journal of Learning Disabilities, 24(7), 400-405

    Geisthardt, C., & Munsch, J.(1996). Coping with school stress: A comparison of adolescents with and without learning disabilities. Journal of Learning Disabilities, 29(3), 287-296.
    Gerber & H. B. Reiff(Eds.), Learning disabilities in adulthood: Persisting problems and evolving issues(pp. 204-213.). Austin, TX: PRO-ED.
    Ginsberg, Gerber & Reiff(1994). Employment success for adult with learning disabilities. In P. J. Gerber & H. B. Reiff(Eds.), Learning disabilities in adulthood: Persisting problems and evolving issues (pp. 204-213.). Austin, TX: PRO-ED.
    Giordano, P. C.(1995). The wider circle of friends in adolescence. American Journal of Personality and Social Psychology, 39, 246-355.
    Godfrey, T. (1998). Conceptual art. London: Phaidon Press.
    Goldberg, R. L., & Zern, D. S. (1982). Learning styles, learning abilities
    and learning problems in college: an exploration of learning disabilities in college students. Retrieved from ERIC database. (ED247682)
    Goldberg, R., Higgins, E., Raskind, M., & Herman, K.(2003). Predictors of success in individuals with learning disabilities: A qualitative analysis of a 20-year longitudinal study. Learning Disabilities Research & Practice, 18(4), 222-236.
    Goldstein, S., & DeVries, M.(2011).The changing face of LD and ADHD in late adolescence and adulthood. In Goldstein, S., Naglieri, J. A., DeVries, M.(Eds.), Learning and attention disorders in adolescence and adulthood: Assessment and treatment(2nd ed.)(pp.3-29).2011 John Wiley & Sons, Inc.

    Heath, N. L., & Wiener. J.(1996). Depression and nonacademic self-perceptions in Children with and without learning disabilities.Learning Disabilities Quarterly, 19, 34-37.
    Heiman, T., & Precel, K.(2003). Students with learning disabilities in higher education academic strategies profile. Journal of Learning Disabilities, 36(3), 248-258.
    Hellendoorn, J., & Ruijssenaars, W.(2000). Personal experiences and adjustment of Dutch adults with dyslexia. Remedial and Special Education, 21(4), 227-239.
    Higgins, E. L., Raskind, M. H., Goldberg, R. J., & Herman, K. L.(2002).Stages of acceptance of a learning disability: The impact of learning. Learning Disability Quarterly, 25, 3-18.
    Hutchinson, N. L.(1995). Career Counseling of Youth with Learning Disabilities. (ERIC Document Reproduction Service No. ED400470.).

    Ingesson, S. G.(2007). Growing up with dyslexia. School Psychology,
    28, 574-591.
    Juvonen, J., & Bear, G.(1992). Social adjustment of children with and without disabilities in integrated classrooms. Journal of Education Psychology, 84(3), 322-330.

    Kavale, K. A., & Forness, S.R.(1996). Social skills deficits and learning disabilities: A meta-analysis. Journal of Learning Disabilities, 29, 226-237.
    Kirk, S. A., Gallagher, J. A., Anastasiow, N. J., & Coleman, M. R.(2006). Educating exceptional children, (11th ed.). Boston:Houghton Mifflin.
    Kuhne. M., & Wiener, J.(2000). Stablity of social status of children with and without learning disabilities. Learning Disabilities Quarterly, 23,64-75.

    Larkin, M. J., & Ellis, E. S.(1998). Adolescent with learning disabilities. In B. Y. L. Wong(Ed.), Learning about learning disabilities(2n ed.).(pp.557-584). New York : Academic press.
    Lerner, J.(2003). Learning Disabilities Theories, Diagnosis, and Teaching Strategies(9th ed.). Boston, MA: Houghton Mifflin.
    Lerner, J. W., & Kline, F.(2006). Learning Disabilities and Related Disorders(10th ed.). Boston: Houghton Mifflin. 267
    Lerner, J., & Johns, B.(2009). Learning disabilities and related mild disabilities: Characteristics, teaching strategies, and new directions (11th ed.). New York: Houghten Mifflin Harcourt Publishing Company.
    Lerner, J.W., & Johns, B.H.(2012). Learning Disabilities and Related Mild Disabilities : Characteristics, Teaching Strategies, and New Directions(5th ed.).Wadsworth: Cengage Learning.
    Lieblich, A., Tuval-Mashiach, R., & Zilber, T.(1998). Narrative research: Reading, analysis, and interpretation. Thousand Oaks, CA: Sage.
    Lincoln, I. S., & Guba, E. C.(1985). Naturalistic Inquiry. Thousand Oaks, CA: Sage Publication.

    Madaus. J. W. (2006). Employment outcomes of university graduates with learning disabilities. Learning Disability Quarterly, 29, 19-31.
    Madaus J.W. (2008).Employment self-disclosure rates and rationales of university graduates with learning disabilities. Journal of Learning Disabilities, 41(4), 291-299.
    Makhubu, S. S. (2014). A comparative study on the self-concept of learners with learning disabilities in different educational settings. Paper presented at the faculty of Education in partial fulfillment of the requirements for the degree of Master of Education (Educational Psychology) , Zululand.
    Mathews, R., Whang, P., & Fawcett, S. (1982).Behavioral assessment of occupational skills of learning disabled adolescent. Journal of Learning Disabilities,15, 38-41.
    McAdams, D. P., Reynolds, J., Lewis, M., Patten, A. H., & Bowman, P. J. (2001). When bad things turn good and good things turn bad: Sequence of redemption and contamination in life narrative and their relation to psychosocial adaptation in middle adults and in students. Personality and Social Psychology Bulletin, 27(4), 474-485.
    McNulty, M. A. (2003). Dyslexia and the life course. Journal of Learning Disabilities, 36(4), 363-381.
    Minskoff, E. H. (1994).Post-secondary education and vocational 268 training:keys to success for adults with learning disabilities. In P. J.
    Minskoff, E. H., Sautter, S. W., Hoffman, F. J., & Hawks, R.(1987).Employer attitudes toward hiring the learning disabled. Journal of Learning Disabilities, 20, 53-57.
    Myklebust, H. R. (1975). Nonverbal learning disabilities: assessment and intervention. In H. R. Myklebust (Ed.), Progress in learning disabilities (Vol. 3, pp. 85-121). New York: Grune & Stratton.

    Nalavany, B. A., Carawan, L. W., & Rennick, R. A. (2011). Psychosocial experiences associated with confirmed and self-identified dyslexia: A participant-driven concept map of adult perspectives. Journal of Learning Disabilities, 44(1), 63-79.
    Ofiesh, N., & Mather, N. (2013). Resilience among children with Learning Disabilities. In S. Goldstein & R. Brooks (Eds.), Handbook of resilience in children (2nd ed.). Brooks/Cole: Pacific Grove.

    Patton, M. (1990). Quality evaluation and research methods. Beverly Hills. CA: Sage.
    Polkinghorne, D. E. (1995). Narrative configuration in qualitative analysis. International Journal of Qualitative Studies in Education, 8 (1), 5-23.
    Price, G. A., & Gale, A. (2006). How do dyslexic nursing students cope with clinical practice placement? The impact of the dyslexic profile on the clinical practice of dyslexic nursing students: Pedagogical issues and considerations. Learning Disabilities: A Contemporary Journal, 4(1), 19-36.

    Raskind, M. H., Goldberg, R. J., Higgins, E. L., & Herman, K. L., (1999). Patterns of change and predictors of success in individuals with learning disabilities: Results from a twenty-year longitudinal study. Learning Disabilities Research & Practice, 14, 35-49.
    Reid, D. K., & Button, L. J. (1995). Anna’s story: narratives of personal experience about be-ing labeled learning disabled. Journal of Learning Disabilities, 28(10), 602-614.
    Rogers, T. (1991). Dyslexia: a survivor’s story. Journal of Learning Disabilities, 24(2), 121-123.
    Riessman, C. K., & Speedy, J. (2007). Narrative inquiry in the psychotherapy professions: A critical review. In D. J. Clandinin (Ed.), Handbook of narrative inquiry: Mapping a methodology (pp.426-456).Thousand Oaks, CA: Sage Publications.

    Sabornie, E(1994). Social-affective characterristics in early adolescents identified as learning disabled and nondisabled. Learning Disability Quarterly, 17(4), 268-279.
    Shessel, I., & Reiff, H. B. (1999). Experiences of adults with learning disabilities: Positive and negative impacts and outcomes. Learning Disability Quarterly, 22, 305-316.
    Sitlington, P., Frank, A., & Carson, R. (1992). Adult adjustment among graduates with mild disabilities. Exceptional Children, 59, 221-233.
    Speckman, N. J., Goldberg, R. J., & Herman, K. L.(1992). Learning Disabled children grow up: A search for factors related to success in the young adult years. Learning Disabilities Research & Practice, 7, 161-170.
    Spencer, V. G., & Boon, R. T. (2006). Influencing learning experiences: let’s ask the students! Intervention in School and Clinic, 41(4), 244-248.

    Trainin, G., & Swanson, H. L. (2005). Cognition, metacognition, and achievement of college students with learning disabilities. Learning Disability Quarterly, 28 (4), 261-272.
    Undheim, A. M. (2003). Dyslexia and psychosocial factors. A follow-up study
    of young Norwegian adults with a history of dyslexia in childhood. Nordic Journal of Psychiatry, 57(3), 221-226.

    Vaughn, S., McIntosh, R., Schumm, J. S., Hagger, D., & Callwood, D. (1993). Social status peer acceptance, and reciprocal friendships revisited. Learning Disabilities Research & Practice, 8(2), 82-88.
    Vogel, S. A., & Adelman, P. B .(1992). The success of college students with learning disabilities: Factors related to educational attainment. Journal of Learning Disabilities, 25, 430-441.
    Vogel, S. A., & Holt, J. K. (2003). A comparative study of adults with 270 and without self-reported learning disabilities in six English-speaking populations: What have we learned ? Dyslexia, 9,193-228.

    Wei, X., & Marder, C. (2012). Self-concept development of students with disabilities: Disability category, gender, and racial differences from early elementary to high school. Remedial and Special Education, 33(4), 247-257.
    Werner, E. E. (1993). Risk and resilience in individuals with learning disabilities: Lessons learned from the Kauai longitudinal study. Learning Disabilities Research & Practice, 8(1), 28-34.
    Whitley, J. (2008). A model of general self-concept for students with learning disabilities: Does class placement play a role? Developmental Disabilities Bulletin, 36(2), 106-134.
    Wiener, B. (1987). Peer status of learning disabled children and adolescents: A review of literature. Learning Disabilities Research, 2(2), 62-79.
    Wiener, J., & Schneider, B. (2002). A multisource exploration of friendship patterns of children with and without LD. Journal of Abnormal Child Psychology, 30, 127-141.
    Wilson, A. M., Armstrong, C. D., Furrie, A., & Walcot, E. (2009). The mental health of Canadians with self-reported learning disabilities. Journal of Learning Disabilities, 42(1), 24-40.
    Witte, R. H., Philips, L., & Kakela, M. (1998). Job satisfaction of college graduates with learning disabilities. Journal of Learning Disability, 31(3), 259-265.

    三、網路資料
    意體流動 2.0 紛絲專頁(2014)。意體流動 2.0 粉絲專頁文章與留言。 2020 年 7 月 23 日,取自 https://www.facebook.com/意體流動 20-550035905127155/
    高雄漾藝術博覽會官方網站(2017)。2017 作品回顧:《重生》系列作 品。2020 年 2 月 24 日,取自 http://yak.tw/work2017/487

    下載圖示
    QR CODE