Abstract
<p><span style="font-size:12.0pt"><span style="font-family:標楷體"><span style="color:black">本研究旨在瞭解</span></span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:black">425</span></span></span><span style="font-size:12.0pt"><span style="font-family:標楷體"><span style="color:black">名國小學習障礙學生與一般學生在魏氏兒童智力量表第五版</span></span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:black">(WISC-V)</span></span></span><span style="font-size:12.0pt"><span style="font-family:標楷體"><span style="color:black">表現之差異，並依此結果為學習障礙學生進行適性課程調整。研究結果發現：</span></span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:black">1.</span></span></span><span style="font-size:12.0pt"><span style="font-family:標楷體"><span style="color:black">學習障礙學生在</span></span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:black">WISC-V</span></span></span><span style="font-size:12.0pt"><span style="font-family:標楷體"><span style="color:black">的</span></span></span><span style="font-size:12.0pt"><span style="font-family:標楷體"><span style="color:black">十二項分測驗、</span></span></span><span style="font-size:12.0pt"><span style="font-family:標楷體"><span style="color:black">全量表智商分數、主要指數分數及選擇性指數分數</span></span></span><span style="font-size:12.0pt"><span style="font-family:標楷體"><span style="color:black">得分表現皆顯著低於一般學生</span></span></span><span style="font-size:12.0pt"><span style="font-family:標楷體"><span style="color:black">，全量表智商平均值為</span></span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:black">84.24</span></span></span><span style="font-size:12.0pt"><span style="font-family:標楷體"><span style="color:black">，十二項分測驗中以「矩陣推理」表現最佳，「算術」表現最弱，主要指數表現以「視覺空間」最佳、「工作記憶」最弱，選擇性指數表現以「一般能力」最佳，「數量推理」最弱。</span></span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:black">2. </span></span></span><span style="font-size:12.0pt"><span style="font-family:標楷體"><span style="color:black">不同組型之學習障礙學生在</span></span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:black">WISC-V</span></span></span><span style="font-size:12.0pt"><span style="font-family:標楷體"><span style="color:black">全量表智商達顯著，主要指數在「語文理解」、「視覺空間」、「流體推理」達顯著差異，選擇性指數在「數量推理」、「非語文」、「一般能力」達顯著差異，且皆為書寫表達障礙組顯著高於混合型學習障礙組學生。綜合上述，</span></span></span><span style="font-size:12.0pt"><span style="font-family:標楷體"><span style="color:black">有需要再進一步探討其在資源班中的教學策略與進行相關課程調整，</span></span></span><span style="font-size:12.0pt"><span style="font-family:標楷體"><span style="color:black">且建議未來在資源班教學中可參考採用學習障礙學生魏氏兒童智力量表第五版</span></span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:black">(WISC-V)</span></span></span><span style="font-size:12.0pt"><span style="font-family:標楷體"><span style="color:black">各指數呈現之學習優弱勢做適性課程調整與設計，以達提昇學習效能之目的。</span></span></span></p>