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.

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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