本研究為質性研究取向，使用敘事研究法及回溯研究方法，對三位資優學習障礙成人進行分析。研究者以半結構訪談方式，向資優學習障礙成人及其重要他人進行訪談，且遵守研究倫理規範之下，採用「整體－內容分析」以及「類別－內容分析」敘事分析模式進行資料分析，獲得三位研究參與者之故事與復原力發展歷程，並比對其中危險因子、保護因子與因子間之交互作用。研究發現如下：
一、 本研究的三位研究參與者的復原力發展歷程皆有經歷在診斷或鑑定之前的階段、在診斷或鑑定之後的「學習與學障共處階段」與「和解階段」。不同處之處則在於「診斷發現階段」明顯與否、「學習與學障共處但失去特教服務階段」發生與否、「和解階段」出現時間早晚。
二、 本研究將危險因子整理分析為個人及環境兩大類危險因子，個人危險因子包含學障者常見的危險因子、資優學障者常見的危險因子、心理性的危險因子；環境危險因子包含教室內的危險因子及教室外的危險因子。
三、 本研究將保護因子整理分析為個人及環境兩大類保護因子，個人的保護因子包含策略型的保護因子、情感型的保護因子；環境的保護因子包含家庭的保護因子、外在支持系統的保護因子。
四、 本研究發現有具雙重面向的特殊因子，與兩種因子之間的交互作用，包含因子之間的促進關係及因子之間的抑制關係。
　　最後，根據研究結果提出對資優學障學生輔導工作與後續研究的建議。

This study was qualitative research and used narrative and retrospective research methods to analyze three gifted adults with learning disabilities. The researcher conducted semi-structured interviews with the gifted adults with learning disabilities and their significant others, and in compliance with the ethical norms of the study, the data were analyzed using the "whole-content analysis" and "category-content analysis" modes of narrative analysis to analyze the data, to obtain the stories and resilience developmental histories of the three research participants, and to compare them with the followingThe study also compared the risk factors, protective factors, and interactions among the factors.
The findings of the study were as follows: 1. All three participants in this study experienced a stage of resilience development before diagnosis or identification, a stage of "co-occurring with learning disabilities" and a stage of "reconciliation" after diagnosis or identification. The differences were whether the "Diagnosis and Discovery Stage" was obvious or not, whether the "Learning with Learning Disabilities without Special Education Services Stage" occurred or not, and whether the "Reconciliation Stage" occurred at an early or late stage. 2. This study analyzed the risk factors into two major categories: personal and environmental risk factors, which are described as follows: (1) Personal risk factors include common risk factors for students with learning disabilities, common risk factors for gifted students with learning disabilities, and psychological risk factors. (2) Environmental risk factors include risk factors inside the classroom and risk factors outside the classroom. 3. In this study, the protective factors were organized and analyzed into two major categories of personal and environmental protective factors, which are described as follows: (1) Personal protective factors include strategic protective factors and emotional protective factors. (2) Environmental protective factors include family protective factors and external support system protective factors. 4. In the present study, we found that there was a specific factor with a dual orientation, and the interaction between the two factors consisted of a facilitatory and an inhibitory relationship.
　　Finally, based on the findings of the study, recommendations were made for counseling and follow-up research on gifted students with learning disabilities.

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