本研究對象為六所小學之九名身心障礙資優學生，從其支援服務之重要性、 迫切性與可行性，分別探討個案本身、家庭和學校等三個子系統的支援服務現況 與需求，並透過行動研究提供直接與間接介入服務，以建構身心障礙資優學生支 援服務系統之架構與運作歷程。本研究發現：1.在整個行動介入歷程中，所提供之 家庭系統策略包括家長讀書會、過來人分享與互助家長團體；個案系統含假日充 實課程、小老師安排、遠距輔導與資源轉介；學校系統則係採間接服務方式提供 知能宣導、課程與教學實務分享及電話諮詢。2.行動後修正之身心障礙資優學生支 援服務系統的架構與內涵分別為：(1)個案系統為評估優弱勢、提供優勢發展課 程、以優勢帶動弱勢補償、培養正向自我概念與提供發表舞台；(2)家庭系統為提 升家長教養知能、參與人力支持團體、調整生活經濟、建立信念與持續取得個案 優弱勢資源；(3)學校系統有行政與政策支持、跨領域師資之團隊合作、彈性調整 課程、教師主動進行研究與專家及社區提供支援。3. 本研究對象與支援服務系統 間交互作用的結果可概分為完美結合、尋求突破、淹沒忽略及上緊發條等四種類 型。而支援服務系統運作可先從三個子系統需求評估，並視學校與家庭資源獲取 程度，優先規劃以優勢帶動弱勢的個案支援服務系統。本研究最後提出身心障礙 資優學生支援服務系統架構圖，並對教育主管機關、學校、家長與未來研究提出 建議與省思。研究者對於雙重殊異教育的探究，並非意圖為學生冠上資優標記， 而是希望每位身障資優生都能開啟自己的潛能。

Purpose: The purpose of this action research was to establish support-service systems for gifted students with disabilities. Methods: Nine participants from six elementary schools were enrolled in this study and three subsystems of support services, including the participants, their families, and the schools they attended, were discussed with regard to their importance, urgency, and feasibility. The frame and procedure of creating supportservice systems for gifted students with disabilities were established through action research by providing direct and indirect interventions. Results/Findings: The main findings were as follows: (1) The interventions included establishing parents’ study groups; making experience-sharing and mutual-help plans for the family subsystem; providing holiday-enrichment curricula, teaching assistance, distance education, and resource referrals for the student subsystem; and indirect advocacy, curriculum and instructional practices sharing, and telephone counseling for the school subsystem. (2) The structures and contents of the amended support-service systems were: (a) In the student subsystem: analyzing strengths and weaknesses, offering programs with advantages, compensating disadvantage with advantage, cultivating a positive selfconcept, and providing a platform for them. (b) In the family subsystem: enhancing parenting knowledge, expanding manpower, adjusting expenses, encouraging parents to have faith in their children, and providing sustained resources according to the children’s strengths and weaknesses. (c) In the school subsystem: providing administration and policy support, engaging in interdisciplinary teaching teamwork, adjusting the curricula, actively offering training to teachers, and building internal and external databases with experts and the community. (d) Four types were determined after assessing the participants’ strengths and weaknesses with the support-service systems provided in the study. In addition, studying the support-service systems helped in assessing the demands of the three subsystems and accordingly planning suitably advantageous programs for these twice-exceptional students. Conclusion/Implications: Some reflections and suggestions related to the issue for the future were made in this study. The researcher’s intent was not to label but to assist twice-exceptional students in exploring their talents.