「無」聲勝「有」聲：一位聽障田徑選手之敘說探究

＂Sounding Silence＂: A Narrative Study of a Hearing Impaired Track and Field Athlete

陳涓妮(Chuan-Ni Chen) ； 闕月清(Nyit-Chin Keh)

《淡江體育學刊》 21期 (2018/11) Pp. 12-21

https://doi.org/10.6976/TJPE.201811_(21).0002

摘要

緒論：本研究目的以敘說探究的方式，呈現一位聽覺障礙田徑選手的敘說，回溯他不同時期生涯的體驗。方法：以深度訪談爲主要資料蒐集方法，另輔以非正式訪談及相關文件資料以等方式，透過三個月的資料蒐集後，採研究參與者檢核、敘明研究歷程與研究者立場，以三角交叉驗證法建立研究的可信度；藉由分析多元資料，重建文本，進行敘說性的書寫。結果：聽障田徑選手的生涯發展可分為：一、放鞭炮的故事：在偶然情況下，家人發現個案耳朵有異常；二、融合教育的受益者：唸一般學校普通班，與一般同儕共同學習；三、開啟服務他人的大門：勇敢面對不同環境與人們的互動，挑戰自我；四、動起來的喜悅：熱愛運動，嘗試不同運動項目及五、研究者之反思。結論：一、先天聽障，家人不放棄希望。二、社會背景正值融合教育時期，因此有機會唸一般學校普通班。三、克服先天限制，向社會表達「身心障礙者只不過是身體上的殘缺，而非無行為能力者。」四、投入田徑運動訓練的背景及訓練歷程為本身的興趣、師長的引薦與父母的支持。根據研究發現提出對聽障生、工作、訓練相關單位以及對未來研究提出相關建議。

關鍵字

聽覺障礙 ； 深度訪談 ； 三角交叉驗證法 ； 生涯發展 ； 融合教育

並列摘要

Purpose: This study used narrative approach to explore and present the narrative discourse of a hearing-impaired track and field athlete, tracing back to his career experience at different stage. Methods: In-depth interviews were used as the main data collection method, supplemented by informal interviews and related documents. After 3 months' data collection, peer and participant checks were used to explain the research process and the researchers' position. The triangulation cross validation method was used to establish the credibility of the study. Results: The career development of hearing impaired track and field athlete could be divided into: 1. The story of crackers: the family accidently found that the ears of the participant were abnormal; 2. The beneficiaries of the inclusive education: studied in regular class and the enjoyed learning with peers; 3. Open the door to serve others: to overcome inherent limitations, acquired courage to face different environments and interact with others, and self challenge; 4. The joy of moving: the love of sports and attempt to involve in different sports, and 5. The reflection of researcher. Conclusion: 1. The family did not give up hope for the congenital hearing-impaired, 2. He was given the opportunity to study with regular students because of the inclusive education system. 3. Able to overcome inherent limitations and to express ＂Those who are mentally and physically disable are not incapacitated persons.＂ 4. The introduction of teachers and parents support, and his track and field training background and personal interests, Base on research findings, recommendations to hearing-impaired students, their work, relevant agencies, and future studies are suggested.

並列關鍵字

Hearing impairments ； in-depth interview ； triangulation ； career development ； inclusive education

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