採取質性個案式的方法，我以資優班教師的角度，探究一位疑似亞斯伯格症資優學生～王語任(化名)在小學學校環境中交互出的種種生活面貌。透過訪談研究參與者與重要他人、觀察研究參與者，以及蒐集其相關創作及檔案資料。研究結果顯示：在整個小學階段，個案(語任)的行為特質與身心發展，在學校環境的脈絡中交織影響；同時，學校環境本身也在不同的面向，以不等的程度回應著個案(語任)的發展。研究有如下的發現：

一、特質：從困境中被發現並得到相應的支援
語任在疑似亞斯伯格症且兼有語文極端優異的特殊性，超過一般老師、同儕能夠理解或接受的範圍，因為這些特質造成師生、同儕間彼此的一些衝突或誤會，透過學校制度運作上的彈性，給予他學習情境轉轉換的機會。另外，語任個人偏灰暗的情緒，也能被有經驗的老師覺察與重視，形成長期的陪伴與一同成長的甜蜜關係。

二、機會：在優勢能力上的展露得以延展關係
語任在語文表現上的絕佳優異能力，與華山國小這個重視語文特色發展的學校，容易被學校看見與重視，有了相得益彰的交會。接受良師長期的服務，讓語文優勢能力更進一步提升。參與資優班的學習及相關比賽的活動，語文表現的發揮獲得同儕的肯定與認同。也就是語任在優勢能力上的展露受到學校老師們關注與讚賞，老師在不同面向給予他多元的協助，形成了語任在學校裡重要的支持力量。在自我察覺與調適裡，與學校同儕能有所交流與討論，享受到與同儕互動上的快樂。

三、標籤：隱而晦見的模糊標籤得到輔導的協助
語任模糊的標籤，讓他在學校氛圍裡被當成適應有困難的學生而非特殊需求的學生，學校對語任的回應方式，也就採取輔導的策略給予協助，而非特教的介入。而語任展露出的獨特性，無法用一般亞斯伯症的理論來解讀，他的特出表現形塑了一種新的可能。

Abstract
The qualitative case study, in a gifted education teacher’s point of view, aims at investigating aspects of the interaction between a gifted student with suspected Asperger’s syndrome and the school environment.

To explore the interaction, the researcher interviewed the subject and significant persons, observed him directly, and collected his literary work and personal files. Generally, the subject’s behavior and mental development were highly affected by the school context; the school responded to the subject’s needs and difficulties on various dimensions and degrees. The very complicated interference was observed, described, and interpreted in this study. The study claims that:

1. Characteristics: The subject is discovered and supported in terms of his difficulties.
The specialty of the subject’s verbal excellence exceeded possible comprehension of his teachers and classmates, but it resulted in conflicts and misunderstandings. Yet the school responded the subject’s special needs intensively by adjustment of administrant system. Experienced teachers, for instance, took care of the subject’s occasional melancholic moods, and developed an intimate relationship between them. Gifted education functioned as a vital supportive system as well.

2. Opportunities: The reveal of the subject’s strength extends his relationship among teachers and classmates.
In the elementary school, focusing on language arts, the subject’s verbal ability was elicited and promoted. Specifically, as he participated in humanity curricula of the school’s gifted resource classroom and contests about language arts, his excellent language talent was recognized and appreciated by teachers and classmates. That is, the teachers offered a wide range of assistance regarding his talent in language. Further, through self-awareness and accommodation, he could be engaged in the peer interaction at school.

3. Labels：The ambiguous labeling is applied to the subject so that he obtains counseling treatment.
Because of his unclear diagnosis, the subject was regarded as a student with adaptive problems rather than a special needs one. By this, the supports from the special education system might not be the proper intervention, for the school, to take with him, so that they provided guidance and assistance from the perspective of counseling. His uniqueness cannot be clearly defined as a typical Asperger ‘s syndrome. More possible understanding the subject could be made as considering his outstanding performance.

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