視障學生雙讀寫媒介學習模式建立與學習態度研究

The establishing of Learning model of dual-media regarding students with visual impairments and attitude issue

林慶仁(Ching-Jen Lin) ； 洪慧英(Hwei-Ying Hung)

《障礙者理解半年刊》 15卷1期 (2016/01) Pp. 19-35

https://doi.org/10.6513/TJUID.2016.15(1).2

摘要

本研究的目的在探討台灣的視障學生在使用與學習雙讀寫媒介的一般情形，以了解其學習點字與印刷文字在教學與學習之方式與工具使用情形，對於負責教導的視障教育教師的點字之專業背景，亦在探討範圍，而家長對其子女學習雙讀寫媒介的態度及其自身點字之能力，一併進行資料蒐集。以研究團隊自編的「視障學生雙讀寫媒介學習狀況之調查問卷」為研究工具，主要以郵寄問卷之方式及兩所學校之實地訪談調查，而獲致35 份學生之有效問卷進行資料分析，而35 位學生由25 位教師進行其雙讀寫媒介的教學，總共得到國小一年級至高中三年級使用與學習雙讀寫媒介之視障學生有38 位。本研究的重要發現如下：1.台灣的雙讀寫媒介視障學生之學習模式自成一格，與美國學生不同。2.教師之點字教學信心是很高且視障教育之教學年資平均在13 年，但涉及學生雙讀寫媒介之正式評估過程與專業學習，仍有加強之空間。3.本研究的視障學生多數是女生，視力在0.02 以下，且有視野之問題，但其視力呈現穩定狀態，且多數未伴隨其它障礙。4.決定視障學生雙讀寫媒介的時間主要在國小4-6 年級，且絕大多數的視障學生都是先看印刷文字後再學點字，而其決定要學習點字的因素前三名是印刷文字閱讀速度慢、印刷文字閱讀吃力、及視力會退步等。5.家長多表支持其子女學習雙讀寫媒介，但對於和其子女學習關係密切的點字能力，家長多數是不會點字。

關鍵字

讀寫媒介 ； 視障學生 ； 點字學習

並列摘要

Recently, students with visual impairments may find themselves use and learn braille and print at the same time. The purpose of the study was to establish the learning process and the decision-made by their teachers. Also, attitudes of parents and students regarding their leaning dual-media were studied. The method of this study was survey research with the self-made questionnaires sent to 25 teachers of students who use and learn braille around the Taiwan area. Totally, 38 students were identified and 35 students were reached for the further data analysis. Students analyzed were from two schools for the blind and 8 city and county areas. Most students who are dual-media readers were having problems of visual field, having stable eye conditions, with visual acuity less than 2/100. Most students started using dual-media at the age of 10 and the three majors reasons for teachers to consider the use of dual-media were reading rate of the print, reading difficulty of the print, and the degeneration of the eye condition. Suggestions were provided for further practice and study.

並列關鍵字

Students with visual impairments ； Reading media ； Literacy skills