普通班腦性麻痺兒童之重要成人對圖形溝通符號明識度覺知之研究

在融合教育思潮的影響下，我國已有越來越多的腦性麻痺兒童在普通班就讀，但是受到動作和語言能力的限制，往往需要透過以圖形符號爲主之輔助溝通和科技輔具，來協助他們順利地適應普通班級的生活學習和溝通互動。然而，如果腦性麻痺兒童所使用的圖形符號，無法透明且清晰地傳遞訊息，他們將無法有效地與人溝通互動和融入普通班的學習環境中。近年來，雖然有許多應用輔助溝通和圖形符號方面的研究，但在國內仍缺乏探討有關圖形符號明識度之研究。因此，本研究以自編之「圖形溝通符號明識度調查表」爲工具，以同時呈現符號和文字之七點量表方式，調查80位普通班腦性麻痺兒童之重要成人，對國內常用彩色圖形溝通符號明識度的覺知，並探討影響符號辨識之可能因素。研究結果發現國內常用之彩色圖形溝通符號具有高明識度，而高明識度的符號以名詞居多，低明識度的符號則是以形容詞居多。同時，研究結果亦顯示身份與詞性兩變項與明識度得分並無交互作用，但在身份變項上，教師評定的結果高於家長；而名詞、動詞和形容詞三種詞性符號之明識度得分，彼此有顯著差異，其中名詞顯著優於動詞和形容詞，動詞也顯著優於形容詞。

關鍵字

符號明識度；輔助溝通；圖形溝通符號；腦性麻痺學生；重要成人

並列摘要

Under the influence of the ideological trend in inclusive education, more and more children with cerebral palsy receive mandatory education in general education classrooms. However, their limited motor and language abilities affect their learning outcomes and social interaction, and they often need to use graphic symbols and augmentative and alternative communication system to overcome the challenges. The graphic symbols are the major lexicon for children with cerebral palsy in communication and learning process. If the graphic symbols can't transmit transparent messages, they won't be able to communicate with others and learn effectively. Although a variety of studies explored the applications of graphic symbols and AAC, they still lack the issues related the translucency and iconicity of graphic symbols in Taiwan. Therefore, this study adopted a self-developed 7-point Likert questionnaire on ”The Translucency of Picture Communication Symbols” as a tool, which presented both symbols and characters (meanings) simultaneously. Eighty importnat adults of children with cerebral palsy in regular classes rated the translucency of ninety colored picture communication symbols. In addition to exploring the degree of translucency, this study also tried to find out the symbols with high translucency and the ones with low translucency. The result of the survey indicates that the domestic common picture communication symbols are with high translucency on average. Most of the symbols with high translucency are nouns; in contrast, most of the symbols rated as low translucency are adjectives. Meanwhile, the result also shows that there were no interaction effects between the groups (teachers and parents) and lexical categories (nouns, verbs, and adjectives). However, the teachers rated higher translucency than the parents did. There were also significant translucency differences among the nouns, verbs and adjectives. The nouns were notably rated as the highest translucency, then the verbs, and the adjectives were the lowest.