視聽雙障大學生校園生活適應之探究

本研究旨在探究視聽雙障大學生在大學的校園生活之適應情形及所需的社會支持。研究者以質性研究之方式蒐集資料，使用半結構式訪談題綱進行深度訪談。並為部分研究參與者進行功能性視覺評估與紀錄結果。同時，所蒐集的其他資料包含：IEP資料或ISP資料影本、部分研究參與者個人出版的書籍或其接受報紙或電視專訪的影片段落。本研究邀請了七位視聽雙障者成為主要研究參與者以及其中三位的重要他人（兩位母親及一位資源教室教師）作為次要參與者。本研究並使用主題分析法來分析上述資料，融合貫通整理出質性編碼，且透過持續歸納法找出各大主題以回答研究問題。在研究結果部分，內文依序討論七位研究參與者的大學校園適應情形，針對其學業學習、人際互動情形提出綜合討論與建議。本研究結果顯示，在學業學習適應的部分，視聽雙障大學生應具備主動詢問與積極求援的能力（assertiveness）、掌握資源與申請的能力、積極追蹤資源申請進度的能力、溝通上課方式調整的能力、取得適合之上課書籍與講義的能力、善用剩餘視覺與聽覺提升學習效率的能力、溝通調整考試方式的能力、與同學和學伴建立互惠的能力、找到小組報告夥伴的能力、在小組協作（collaboration）中成為領導者的能力、建構獨立交通與行走的能力。而學校方面則應協助培訓學伴提升其對於協助視聽雙障者的專業知能。且學校應協助落實ISP會議與所訂之目標並提供所需協助以促進其學業的適應。在人際互動方面，視聽雙障大學生應具備主動並提早告知他人關於自身狀況與需求的能力、主動尋求協助的能力（Assertiveness）、善用與人良好溝通的方法與策略的能力、與同學建立互助互惠之良好關係的能力。此外，本研究根據生態系統理論作分析，亦發現視聽雙障個體（微視系統）與家庭成員、朋友（中介系統），乃至於校園環境（外系統）與社會制度（鉅視系統）都是息息相關且互相影響的。例如：視聽雙障者（微視系統）與視聽雙障者家庭（中介系統）會受到校園環境（外系統）與社會制度（鉅視系統）的阻礙，進而在校園生活與學習方面經常受挫。所以，為了培養視聽雙障大學生具備積極樂觀的個性以提升其人際互動能力，前述系統中的家人、學校、教育單位也可以及早教育視聽雙障者關於其獨特性並持續給予正向鼓勵與支持。而本研究亦根據研究結果提出視聽雙障大學生所需之家人、教師以及朋友的情感支持、有形支持、訊息支持以及陪伴支持等做為建議。同時，根據本研究結果，研究者針對視聽雙障者本人、家人、學校及教育行政單位等提出的建議，期待本研究對於未來視聽雙障大學生的大學校園適應能有所幫助。最後，本文亦提出研究限制及未來建議。

關鍵字

視聽雙障大學生；大學校園生活適應；社會支持；質性研究；生態系統理論

並列摘要

The purpose of this study to explore the adjustments and social supports of college students with deafblindness in their college life. The researcher conducted qualitative research, collecting data through in-depth and semi-structured interview guide. Other data included some IEPs or ISPs, functional vision assessments and reports, reflextive journal, books written by one participant, and TV or newspaper interview videos about few participants. In this study, seven participants with deafblindness and three significant others were invited as the participants. For data analysis, thematic analysis methods were used to analyze data. Finally, codes were merged and induced to themes for answering the research questions. Next, the reseacher discussed the adjustment issues of the seven participants, respectively. And the researcher comprehensively discussed their adjustments in academic learning and interpersonal interactions. The results of this study found that, in order to adjust to their college life, the students need to master the following abilities to: (a) actively ask for help, that is, assertiveness, (b) identify and locate resources, (c) actively track the progress of resource applications, (d) communicate and find adaptation methods in class, and (e) obtain alternative forms of reading materials for class. Additionaly, for the sake of surviving for college life, the students with deafblindness need the abilities to: (a) communicate with lecturers about the alternatives regarding assignments and tests, (b) make good use of the remaining vision and hearing to improve learning efficiency, (c) build reciprocity with classmates and school partners, (d) find group members for collaborating reports, and (e) become a leader in group collaboration. What’s more, the school needs to train peer assistants to improve their professional knowledge for providing assisstances, and make sure the school disability resourse centers hold ISP meetings regularly and provides assistances. In terms of interacting with others, the students need the ability to proactively and inform others of their own conditions and needs earlier. They also need the abilities to: (a) seek assistance in assertive ways, (b) find methods and strategies for good communication with others, and (c) establish a good relationships with classmates. In addition, based on the Ecological System Theory, this research found that individuals with deafblindness, family members (microsytem), friends (mesosytem), the college environments (exosytem) and social systems (macrosytem) are closely and mutually related. For example, family members (microsytem), friends (mesosytem), and colleges (exosytem) can educate students with deafblindness early about their uniqueness and provide positive supports so that they can have a positive and optimistic attitude for appropriate social skills. Based on the results, the researcher also discussed the emotional supports, tangible supports, information supports, and companion supports needed to be provided by family members, teachers, and friends which were required for college students with deafblindness. Based on the results of the study, suggestions were given to the individuals with deafblindness, their families, schools, and the educational administration institutions. The reseacher hopes that the results of this study will be helpful for college students with deafblindness in adapting to college life. Finally, research limitations and future suggestions were provided.