台灣電子耳兒童現況調查研究（續）－就學、學習、生活適應現況表現

本篇是台灣電子耳兒童現況調查第二部份，探討電子耳輔具使用成效，並進一步提供政府對聽障者福利政策的擬定與參考。研究目的：一、探討電子耳兒童使用者基本背景；二、電子耳兒童就學狀況；三、探討電子耳兒童學習表現，含閱讀、寫作、算術、其它能力、整體能力的表現；四、探討電子耳兒童生活適應－情緒、自我滿意度、家長擔憂重點、與生活影響性、所需協助等。研究方法：本研究使用家長填答式問卷調查，受訪對象18歲以下佩戴電子耳者，來源自七個電子耳術醫學中心個案，進行填答資料分析。結果：有效樣本229位電子耳兒童年齡平均9.75歲，3.5歲前植入與3.5歲後植入、及三階段電子耳佩戴時間共分六個組別。國小學童占50%最多、回歸主流教育安置占93.6%，64.1%就讀普通班、18.9%資源班、10.6%啟聰班、啟聰學校5.1%。80.1%兒童喜歡上學、74.7%兒童覺得上學是快樂的。21.8%兒童學習表現在階層1、2、22.6%到達階層7、29.6%兒童可以到達階層8。11.1%兒童的寫作表現在階層1、16.1%兒童到達階層4、12%兒童到達階層6、33.2%兒童到達階層7、13.4%兒童到達階層8。9%兒童算術表現到達階層2、13.1%到達階層5、49.8%兒童到達階層9。70.8%兒童的時間概念可以區分今天、明天、昨天；30.6%兒童沒有金錢概念、66.7%兒童知道找錢的意義；40.6%兒童尚無長度的概念、58.4%兒童可以拿尺測量物品。電子耳兒童情緒、學校生活、外表、體能的滿意度在「總是」、「經常」程度在七成以上，交友在六成以上。電子耳家長在擔憂「未來發展」占67.1%、「聽力狀況」占53.1%、「在校行為」占43.8%、「情緒」占30.8%、「在家行為」占29.9%、「健康」占23.1%。電子耳兒童在外出用餐、旅遊、生活、親友拜訪等社交活動的影響非常少；購物與邀請朋友上所需的協助七成，電話使用所需協助八成五、乘坐大眾交通工具需協助八成。結論：提供電子耳兒童就學、學習、生活適應現況，其就學、教育安置均反映教育成本效益，而閱讀、寫作、算術、其他能力等學習仍有需要改善，而其就學特色與學習差異，仍須政府、教育、醫療單位重視，而其情緒與自我滿意度呈現正面結果。

關鍵字

電子耳兒童；調查研究；就學；學習；閱讀階層；寫作表現；算術表現；生活適應能力

並列摘要

This is the second part of ”Investigation of Cochlear Implant Children in Taiwan: Auditory Performance, Communication Skills, Educational Achievements, Quality of life”. The objectives of current study were to survey educational placement, educational achievements of reading, writing, mathematics, and other skills, and quality of life for cochlear implanted children in Taiwan. In a cross-sectional study, the parents of a representative sample of cochlear implanted children referred from seven major local cochlear implant centers, were invited to complete questionnaires of the children's auditory performance, spoken communication skills, educational achievements, and quality of life. Data of those performances were analyzed in descriptive statistics with SPSS. Questionnaires were returned by the parents of 229 implanted children with a return rate of 41.99%. Six groups of implanted children were classified according their age at implantation before and after age 3.5, and three lengths of implant use, from 4 years, 4-6 years, over 6 year. The result demonstrated that a mean age was 9.75 years with equal gender ratio, 86.5% of implanted children had only hearing impairment and 95.6% of them with normal hearing parents. 76.9% of children were attending schools and 81.2% of them used oral communication. Regarding to their educational placement, 93.6% of children were at mainstream education, 64.1% attending regular class, 18.9% attending resource class, 10.6% attending hearing-impaired class, only 5.1% attending the school for the deaf. Among them, 80.1% of children liked to attending to schools and 74.7% of them felt schooling quite pleasant experiences. Regarding to reading performance, 21.8% of them demonstrated at the level 1 & 2, 22.6% of them reached the level 7, 29.6% of them reached the level 8. Writing performance indicated 9% of children reached the level 2, 13.1% reached level 5, 49.8% reached the level 9. Other skills showed that 70.8% of children could differentiate today, tomorrow, and yesterday; 30.6% of children had no concept of money, 66.7% of them could exchange money; 40.6% of children had no concept of measurement, 58.4% of them could measure. Regarding to quality of life, over 70% of children ranked ”always” or ”often” being satisfied with their emotions, life at school, appearance, and physical strength. Regarding to family concerns, 67.1% of them rated ”future”, 53.1% of them rated ”hearing problem”, 43.8% rated ”at school”, 30.8% rated ”emotions”, 29.9% rated ”behavior at home”, and 23.1% rated ”health” as their major concerns. Regarding to help needed during eating outside, traveling, living, visiting friends, help was rarely needed. Only during shopping and inviting friends, telephone use, and public transportation, help was needed. This study presented large scale performance of educational placement, educational achievements, and life of quality for cochlea implanted children in Taiwan. Majority of cochlear implanted children were educated in mainstream suggested education cost effectiveness. However, their performance of reading, writing, math, and other skills had to be improved and intervened. This investigation will call attention of the Government, education, medical settings and being aware of education, learning, and teaching resources needed for cochlear implanted children at school. In concluding, there are more positive results regarding to educational placement, communication mode, emotion feeling and self satisfaction regarding to quality of life for majority of cochlear implanted children.