接受聽覺口語法訓練之國小低年級聽障生的學校適應

The School Adjustment of Students with Hearing Impairment Who Have Received Auditory-Verbal Therapy

王文惠(Wen-Hui Wang)

指導教授 ： 何素華

中原大學/人文與教育學院/教育研究所/碩士(2009年)

https://doi.org/10.6840/cycu200900859

摘要

本研究旨在瞭解接受聽覺口語法訓練之國小低年級聽障生的學校適應情形。研究者以自編的國小低年級學生之學校適應問卷，做為研究工具來蒐集資料。研究對象為接受聽覺口語法訓練畢業後就讀全省國小普通班低年級的39位聽障生及同班的39位聽常生，問卷由普通班導師來填答。本研究發現：(1)接受聽覺口語法訓練之國小低年級聽障生的學校適應現況良好，在學校適應的五個向度中，「常規適應」表現最好，「人際適應」及「溝通表現」稍差。（2）接受聽覺口語法訓練之國小低年級聽障生的學業成就表現良好，以「語文領域」表現最好，「健康與體育領域」相對較差。（3）接受聽覺口語法訓練之國小低年級聽障生在性別、配戴的助聽輔具、是否接受資源班及巡迴教師之輔導以及家長指導孩子課業時間的多寡、家長是否繼續使用聽覺口語法等這些變項不同而在學校適應表現上有差異。（4）除了人際適應向度外，接受聽覺口語法訓練的國小低年級聽障生在學校適應表現上，與同班聽常生並無差異，而且兩者都是在「常規適應」表現最好，「溝通表現」較差。

關鍵字

聽覺口語法 ； 學校適應

並列摘要

The purpose of this study was to investigate the school adjustment of first and second grade hearing impaired students who received auditory-verbal approach. The subjects were 39 students with hearing impairment and 39 students with normal hearing. Questionnaires were completed by their regular classroom teachers. The findings were as follows: (1) The hearing impaired students who received auditory-verbal approach had made a good adjustment to school. They performed best in “adjustment to school rules”, but poorer in those of “personal relationships” and “communications”. (2) The students who received auditory-verbal approach had made a good academic performance. They performed best in the subject of “language”, but poorer in that of “health and physical education”. (3) Students’ gender, types of hearing devices, resource classes and itinerant teacher supports, the duration time of parental assistance with their child’s homework, and continual use of auditory-verbal approach were variables that contributed to the differences in school adjustment of students who received auditory-verbal approach. (4) Except “personal relationships”, there was no significant difference in school adjustment between these two groups of students.

並列關鍵字

School Adjustment ； Auditory-Verbal Approach

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