中途失明者行動能力重建之轉化學習研究

A study on transformative learning of adventitious blindness’ mobility recovery

黃一山(I-Shan Huang)

指導教授 ： 吳明烈

國立暨南國際大學/教育學院/諮商心理與人力資源發展學系 終身學習與人力資源發展碩士班/碩士(2018年)

摘要

本研究以中途失明者行動能力重建之轉化學習研究為題，擬以後天失明的視覺障礙者為研究目標，探討其定向行動能力重建的動機，以及轉化學習在上述過程當中所扮演的角色。
具體研究目的為：瞭解中途失明者的學習行為情形。一、了解中途失明者參與行動能力重建的動機。二、瞭解中途失明者行動能力重建時的觀念衝突。三、研究中途失明者在行動能力重建時轉化學習的過程。四、瞭解中途失明者行動能力重建時，經轉化學習後的新觀點與新作為。為達成上述各項研究之目的，本研究採質性深度訪談法，得到相關充足文本後加以梳理分析，獲致以下各項結論：
一、中途失明者因尋求獨立與外在刺激引發自我覺察等動機參與行動能力的重建。
二、行動能力重建時的舊有意義觀點會形成拉鋸、阻礙及扭曲影響，而致行動能力重建觀念衝突的產生。
三、中途失明者在行動能力重建轉化學習的過程：從對未來感到無助的困境；進入反思活動，再引發內在觀點轉化，最終有新觀點與新作為產生。
四、重建行動能力透過轉化學習產生的新觀點有：「重新正面解讀生命」、「用坦率與正面的態度面對自己」、「獲得勇氣與自信」，及「擁抱恐懼」；產生的新作為則包含「重拾交通能力，恢復日常獨立自主生活」、「重返職場建立事業第二春」、「蛻變成為能付出愛的照顧者角色」、「打開人際關係與拓展交友圈」

最後，依據本研究之發現與結論，針對中途失明者、中途失明者家屬、社會大眾以及未來研究提出相關建議。

關鍵字

中途失明者 ； 轉化學習 ； 行動能力重建

並列摘要

This research study was an attempt to explorer the motivation of the adventitious blindness participants who joined the orientation and mobility rehabilitation program as well as the impact of the transformative learning in the above process.
The specific purpose of this study was to understand the learning behavior of adventitious blindness.
1. To understand the motivation of orientation and mobility (O&M) rehabilitation.
2. To understand the inner concept conflict of adventitious blindness during the rehabilitation.
3. To learn the process of transformative learning among adventitious blindness during O&M rehabilitation.
4. To understand the new perspectives and behaviors were constructed from the transformative learning of O&M rehabilitation.
A qualitative in-depth interview was used to collect and analyze sufficient relevant information and data. Four conclusions derived are as follows:
1. There are two main motivation for orientation and mobility rehabilitation of adventitious blindness: to move away from reliance on others for independence and self-awareness generates motivation of changing.
2. There are three conceptual conflicts we found in the process of orientation and mobility rehabilitation among adventitious blindness participants: Original meaning perspectives pull new ones back and forth, the original meaning perspectives are reinforced and distressed, and the conflicts caused by interactions between self-experience from real world and original meaning perspectives.
3. The process of transformative learning in O&M rehabilitation for the adventitious blindness: In the early stage, they will feel helpless and hopeless for the future, and then into the reflective practice stage. The reflective practice are conducted respectively through internal dialogue, social interaction experience and self-exercise. At last, they start their transformation of meaning perspectives stage by revising the original meaning perspectives or creating new meaning perspectives. Thus, all experience will be reintegrated and expanded to build up new perspectives and behaviors ultimately.
4. The new perspectives from O&M rehabilitation through transformative learning include: “positive thinking about life”, "positive affirmations for self-acceptance", “building courage and self-confidence" and “embracing fear”. The new behaviors include: "regaining the ability of orientation and mobility, back to independent living”, “returning to the workplace to create new career journey”, “transforming to a love and care giver” and “improving interpersonal skills to expand the circle of friends”.
At last, according to the conclusions and findings of this study, the suggestions will be of value to adventitious blindness, their families, general public and further research studies.

並列關鍵字

adventitious blindness ； orientation and mobility rehabilitation ； transformative learning,

參考文獻

一、中文文獻

World Health Organization[WHO] (2012)。視力損害和盲症。實況報導，282。取自http://www.who.int/mediacentre/factsheets/fs282/zh/

World Health Organization[WHO] (2013)。糖尿病。實況報導，312。取自http://www.who.int/mediacentre/factsheets/fs312/zh/

行政院內政部（2011）。中華民國100年身心障礙者生活狀況及各項需求評估調查綜合報告。取自http://sowf.moi.gov.tw/stat/Survey/身障/100年/100年身心障礙者生活狀況及各項需求評估調查綜合報告.pdf

行政院衛生福利部（2017）。身心障礙人數按類別及障礙成因分。衛生福利部統計處統計年報。取自https://www.mohw.gov.tw/dl-22106-3ce72162-9dcb-47e1-a311-6bf9d7b02964.html