本研究採用行動研究法，透過教室觀察紀錄、教師省思札記、討論紀錄及訪談紀錄之資料蒐集方式，探討資優班教師為兩位安置於身心障礙資源班中之ADHD資優生提供獨立研究課程的行動歷程、成效與資優班教師之專業成長、省思與改變。

研究者從行動歷程中歸納出以下結論：
一、資優班教師安排身心障礙資源班中的ADHD資優生到資優班上課會遇到課程時間安排、學生學習態度、教師專業知能與家長資源/支持等方面之問題與限制。

二、由於ADHD資優生之不專注及過動行為，以及學習動機低落等問題行為，使得研究者在進行獨立研究課程時，較無法掌控課堂秩序與進度，且須調整教學方式及課程內容。

三、ADHD資優生的問題行為、學習態度與動機，以及專爲資優學生設計之課程內容會限制其優勢能力的發揮。

四、ADHD資優生在參與獨立研究課程的過程中，因尚未具備足夠能力挑選符合自己優勢能力的主題及進行研究，故比一般資優生需要更多的引導，因此只提供一學期一週兩節課的量是不足的，尚未能看出明顯成效。

五、研究者將ADHD資優生視為一般資優生並提供服務，未能針對其優弱勢能力進行適合的教學安排及調整，使研究者從高期待轉變成為失望，也發現自己在身心障礙方面的教學專業知能不足。

根據以上結論，研究者提出未來對ADHD資優生教育服務及相關研究之建議。

This action research was to explore the process of the performances on the independent study of the two ADHD gifted students whom are classified in resource-room program for the disabled, and self-growth of the gifted teachers as well. Data were collected through classroom observation records, teacher’s reflection diaries, discussions, and interviews.

Major findings were as follows:

1.Gifted teachers should consider problems and limitations, including time scheduling, learning attitudes, teachers’ capabilities and knowledge on disabilities, and parent supports while doing the independent study on their giftedness.

2.Due to the problem behaviors of ADHD gifted students, such as inattention, hyperactivity, and low learning motivation, the researcher could not easily control the schedule and order of the class and adjust the curriculum content and teaching methodology.

3.ADHD student’s problem behaviors, low learning attitude/motivation and curriculum content mainly for the gifted hindered their gifted potential in doing independent study.

4.ADHD gifted students did not have the capabilities to choose the independent study topic that coped with their giftedness. It needed more teachers’ guide than other gifted students. By this reason, the effects did not show obviously in this only one semester with two hours per week.

5.In this action research process, the researcher felt excited with high expectation at first. Because of viewing the ADHD gifted students as other gifted ones, and provided same courses for them without adjusting based on their advantages and disadvantages, the researcher decreased expectation, felt lacking of enough knowledge and experiences to handle their problem behaviors, and disappointed gradually.

According to the above findings, the researcher raised some suggestions for teaching and future research.

一、中文部分
李佩秦(2005)。ADHD資優學生之鑑定。國小特殊教育，40，60-68。
李偉俊(1996)。未來資優教育的新指標－獨立研究方案。國教之聲，30，1，18-29.
花敬凱（2000）。自我效能理論對資優障礙學生生涯發展之啟示。資優教育季刊，75，19-25。
花敬凱(2004)。ADHD資優兒童：有效的鑑定與教育介入。資優教育季刊，91，8-16。
高翠霞（1998）。主題式教學的理念－國小實施課程統整的可行策略。教育資料與研究，25，9-11。
郭生玉（1997）。心理與教育研究法（十四版）。台北：精華。
教育部(2006)。特殊教育法規選輯_九五年版。96年5月18日取自http://163.21.111.100/tlearn/book/ BookRead.asp?BookID=522
許素甘(1995)。國民小學資優教育獨立研究教學。國小資優班課程規劃與班級經營研習手冊，68-97。台北市立師範學院特殊教育中心。
許素甘(2007)。國小資優學生獨立研究學習歷程與成效分析。國立台灣師範大學特殊教育系碩士論文。未出版。
黃文慧（2002）。雙重特殊學生(2E)的研究沿流、特質與鑑定之啟示。資優教育季刊，83，10-20。
黃文慧（2007）。雙重特殊學生的理論與實務─三十年的探詢與發展。資優教育季刊，102，1-19。
楊曉白(1988)。如何指導資優生從事獨立研究。資優教育季刊，28，41-43。
蔡清田（2000）。教育行動研究。台北：五南。
蔡清田（2003）。行動研究及其在教育研究上的應用。載於質的研究方法，嘉義：國立中正大學。
蔡明富（2000）。「過」人的「智慧」：高智商注意力缺陷過動學生在魏氏兒童智力量表第三版上的表現。資優教育季刊，75，26-36。
蔡明富、龔盈涵（2005）。注意力缺陷過動症學生創造力之研究。特殊教育與創造思考研究，2，151-174。
蔡典謨（1998）。培養資優生成為知識的生產者。資優教育季刊，69，1-5。
盧台華（1995）。殘障資優學生身心特質研究。特殊教育研究學刊，13，203-220。
盧台華、鄒小蘭、胡宗光（2006）。弱勢群體資優教育分組討論報告彙整。全國資優教育發展會議資料。
劉秋燕(1993)。資優生獨立研究的理念與做法。資優教育季刊，47，10-12。
潘裕豐(1999)。網路遠距教學模式對資優生獨立研究之可行性探究。資優教育季刊，70， 7-15。
潘裕豐（2000）。網路遠距輔助學習模式對資優生獨立研究方案學習成效之研究。國立彰化師範大學特殊教育研究所博士論文，未出版。

二、西文部分
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders,（4th ed.,rve.）.Washington, DC: Author.
Barkley, R. A. (1998). Attention-Deficit hyperactivity disorder: A handbook for diagnosis and treatment. New York: Guilford Press.
Baum, S.M., Olenchak, F.R., & Owen, S.V. (1998). Gifted students with attention deficits: Fact and/or fiction? Or, can we see the forest for the trees? Gifted Child Quarterly, 42, 96-104.
Bianco,M.,(2005). The effects of disability labels on special education and general education teachers' referrals for Gifted Programs. Learning Disability Quarterly,28,285-293.
Clark, B.（1992）.Growing up gifted（4th ed.）.New York: Merrill.
Cline, S., & Hegeman, K. (2001). Gifted children with disabilities. Gifted Child Today, 24(3), 16-25.
Doherty, E. J. S. & Evans, L. C. (1983). Primary independent study. Connecticut: Synergetics
Flint, L.J.(2001). Challenges of identifying and serving gifted children with ADHD. Teaching Exceptional Children, 33(4), 62-69.
Gallagher, J. J. (1990). Teaching the gifted child (3rd ed.). Boston: Allyn & Bacon.
Goerss, J., Amend, E., Webb, J.T., Webb, N., & Beljan, P. (2006). Comments on Mika's critique of Hartnett, Nelson & Rinn's article, " Gifted or ADHD? The possibilities of misdiagnosis". Roeper Review, 28(4), 249-251.
Guenther, A. (1995). What educators and parents need to know about... ADHD, creativity, and gifted students. Storrs, CT: National Research Center on the Gifted and Talented.
Hartnett, D.N., Nelson, J.M., & Rinn,A.N.(2004). Gifted or ADHD? The possibilities of misdiagnosis. Roeper Review, 26(2), 73-76.
Kauffman, F. A., & Castellanos. F.X. (2000). Attention deficit/hyperactive disorder in gifted students. In K.A. Heller, Monks, R.J., Sternberg, R. J., & R. F. Sutbonik (Eds.).International handbook of giftedness and talents (2nded., pp. 621-632). Amsterdam:Elsevier.
Leroux, J. A., & Levitt-PerIman, M. (2000).The gifted child with attention deficit disorder: An identification and intervention challenge. Roeper Review, 22, 171-176.
Lovecky, D. (1994). The hidden gifted learners. Understanding Our Gifted, 6(4), 13-18.
Lovecky, D. V. (1999). Gifted children with ADHD. Retrieved June 2,2007 from www.better-behavior. com/gifted children with adhd.html
Mendaglio, S. (1995, July/August). Children who are Gifted/ADHD. Gifted Child Today, 18,37-38.
Moon, S. (2002). Gifted children with attention deficit/hyperactivity disorder. In M. Neihart, S. Reis, N. Robinson, S. Moon (Eds.). The social and emotional development of gifted children: What do we know? (pp. 193-204). Waco, TX: Prufrock Press.
Neihart, M.（2003）Gifted Children with Attention Deficit Hyperactivity Disorder (ADHD). （ERIC Digest # ED482344）from the ERIC Clearinghouse on Disabilities and Gifted Education. Retrieved June 28,2007 from www. ericdigests.org.
Neihart, M., Reis, S., Robinson, N., & Moon, S. (Eds.) (2002). The social and emotional development of gifted children: What do we know? Waco, TX: Prufrock Press.
Nelson, J.M., Rinn, A.N. & Hartnett, D.N., (2006). The Possibility of Misdiagnosis of Giftedness and ADHD Still Exists: A Response to Mika. Roeper Review, 28(4),243-248.
Olenchak, R. F. (1995). Effects of enrichment on gifted-learning disabled children. Journal for the Education of the Gifted, 18,385-399.
Piechowski, M. M. & Cunningham, K. (1985). Patterns of overexcitability in a group of artists. Journal of Creative Behavior, 19, 153-174.
Pirie, B. (1995). Meaning through motion: Kinesthetic English.English Journal,84, 46-51.
Ramirez-Smith, C. (1997). Mistaken identity: Gifted
and ADHD. Reston, VA: The Council for Exceptional Children. (ERIC Document Reproduction No. ED413690)
Renzulli, J. S. (1977). The enrichment triad model: A guide for developing defensible programs for the gifted and talented. Mansfield Center, Connecticut. Creative Learning Press
Turk, T. N., & Campbell, D. A. (2002). What's wrong with Doug? The academic Struggle of a gifted student with ADHD from preschool through college. Gifted Children Today, 25(4), 48-59.
Vail, P. L. (1987). Smart kids with school problems: Things to know and ways to help. New York: E. P. Dutton.
Webb, J. T., & Latimer, D. (1993). ADHD and children who are gifted. Exceptional Children, 60,183-184.
Whitmore, J. R. (1989). Four leafing advocates for gifted students with disabilities. Roeper Review, 12, 5-13.
Winebrenner,S.（2003）Teaching strategies for twice- exceptional students. Intervention in School and Clinic, 38(3),131-138.
Wolfle, J., & French, M. (1990). Serving gifted attention deficit disorder children in the classroom. Paper presented at the meeting of the National Association for Gifted Children. Little Rock, AR.
Yewchuk , C.R., & Lupark , J.L.（1993）Gifted handicapped ：A desultory duality. In K.A. Heller , F.J. Monks, & A.H. Passow（Eds.）International handbook of research and development of giftedness and talent （99.709－725）. Oxford, England：Pergamon Press , Inc。
Zentall, S.S., Moon, S.M., Hall, A.M., & Grskovic, J.A. (2001). Learning and motivational characteristics of boys with AD/HD and/or giftedness. Exceptional Children, 67(4), 499-518.