本研究嘗試探討嚴重智障兼多重弱能兒童是否具備高階思維的共通能力︰創造力、批判性思考能力、解決問題能力。透過文獻探究擬定評估準則，並利用互動故事作為教學策略，進行施教、觀察和評估，以得出結果。研究結果顯示，嚴重智障兼多重弱能兒童一樣具備不同程度的高階思維能力。只要因應學生的學習特性和需要，給予適當的引導和啟發，一樣可以提升這些方面的能力。當然，他們必須經過不斷的練習，及教師採取多元化的課程設計、教學策略和活動來引導學生，才能提升和鞏固其高階思維的能力。 The study examined whether students with severe mental handicap and multiple disabilities had higher order thinking skills: creativity, critical thinking skills and problem solving skills. The students were taught using the strategy of interactive story and the assessment criteria of the three higher order thinking skills were develop through reviewing related studies in the literature, Students' performance in the three higher order thinking skills were observed and rated based on the developed assessement criteria. The results indicated that students with severe mental handicap and multiple disabilities exhibit different degree of higher order thinking skills during the lessons. In teachers could provide appropriate guidance and stimulation based on the characteristics and needs of these students, higher order thinking skills could be developed though repeated practice would be necessary to reinforce the skills.
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