2000年台灣聽語人員教育規劃及人力分析

本篇為國內聽語治療人員政策分析與建言，就國內聽語人員養成之歷史回顧的四個階段，至臨床聽語人員的專業教育背景及聽語學系所之教育學程規劃；而聽語治療人員工作現況與人力資源不足的問題，專業教育多頭馬車的培訓管道，臨床導向的教育培訓，都突顯其專業教育的問題。本篇政策分析尚提出聽語人力資源不足的因素與專業系所發展較晚直接相關，而醫療系統中「聽力師」與「語言治療師」專業分工的角色明顯但其行政專責之制度尚未建立，工作職場與健保給付過度集中某些專科，頗令人憂心。耳鼻喉科中聽語人員的專業專責角色定位較不成熟，尤以聽力師的專業定位更有待努力。聽語障礙個案眾多，但因受限專業人力資源不足、就診科別、城鄉差異而無法及時接受服務，影響其就診成效；而臨床聽語治療人員工作量負荷甚大、且專業證照制度尚未建立、健保給付偏低不均，使得專業權益未獲保障，工作前景不佳。基於聽語治療人員的人力資源需補足的條件，建議多元化、彈性化的學系、研究所的專業教育學程，推動專業證照以確保聽語治療人員的工作地位，重新檢討與評估健保給付的項目、金額及給付制度，建立獨立專業分工之行政體系以發揮專業服務與行政的績效，並確保聽語治療人員的工作語專業前景，並增列「聽語障礙科學」學門以發展學術暨研究水準。

關鍵字

聽語治療；聽力師；語言治療師；專業教育學程；聽語障礙科學

並列摘要

This paper is addressing a manpower planning and forecasting of Taiwan Speech and Hearing professionals. It is started from a historical review of profession development of four stages to the current professional status. Up to now, the major problems of this profession development have been facing including insufficient manpower, lack of regular education training background as well as the majority employment limited to the hospital settings. The limited manpower may be related with lack of formal regular education. program and insufficient college teaching faculty in this profession. The majority of speech and hearing manpower are working in the hospital setting, however, the professional role is not well established comparing with most other medical professionals. Particularly majority audiologists are acting more like technicians to do hearing testing at the department of ENT. The caseload of communicative disorders in the hospital is extremely heavy, many hospitals are having long waiting list of communicative disordered patients. Meanwhile, many speech and hearing employees are having negative job satisfaction because of low professional image, under pay, heavy caseload as well as lack of complete professional training. Currently, there are tremendous manpower demand, particularly the manpower imbalance between the city and countryside. The six manpower plans of Taiwan speech language and hearing professionals had been proposed: 1) To establish more feasible formal education programs of this profession including the graduate program and the university program, 2) to develop the national certification of speech language pathologist and audiologist, 3)to advocate a reasonable case payment, 4)to develop a complete program of case management, 5)to suggest a reasonable caseload, and 6)to include the communicative science and disorders into the academic classification in the national science categories.