面對聽力損失併有自閉症學生－我們的瞭解有多少？

本文透過文獻分析，從啟聰教育教師的立場，描述聽力損失併有自閉性學生發現上面臨的挑戰，其在人口統計中呈現的特質，和相關的教學策略與介入方案等，並提出重點做為教學、輔導之參酌。在發現方面，目前尚無合適的工具可茲運用，所以較晚被發現，而錯失教學介入的先機；人口統計中聽力損失併有自閉性學生，呈現的特質主要為具有語言和溝通上的困難、聽力損失是重度者為多，及至少伴隨一種身心障礙；相關的教學策略與介入方案方面，則教師必須瞭解此類學生的教學指導，不同於教導聽力損失或自閉症學生，個別化的課程與教學設計、家長的參與、結構的學習環境、視覺提示、手語、聽能輔具、調整或延伸的PECS方案、與跨專業合作等，是建議的教學策略與介入方案。

關鍵字

自閉症；聽力損失；聾；鑑定；教學策略；介入方案

並列摘要

This paper describes the difficulties encountered in making assessments of children with autism who also suffer from a hearing loss, as well as the related demographic statistics, interventions, and instruction strategies. It is suggested that education and counseling are the main requirements to be considered. Early assessment is very important, but due to the lack of suitable assessment tools, this is often not done, making education and interventions problematic. The related demographic statistics show that most autistic children with severe communication problems also have a hearing loss, and many also have several other relevant conditions such as developmental delays and intellectual disability. Finally, it is suggested that the most effective educational strategy for students with hearing loss and autism including an individualized curriculum, parental participation, a structured learning environment, visual cues, sign language, assistive listening devices, a modified or extended Picture Exchange Communication System, and an interdisciplinary approach.