藍芽盲用筆電在盲聾生母子溝通對話之個案研究

A Pair of Deafblind Mother-and-Child Communication by the Use of Bluteeth Laptop Computer Assistance: A Case Study

盲聾生因視覺及聽覺管道的缺損，詞彙概念的學習，是以觸覺為主要輸入與輸出管道。本研究以藍芽盲用筆電為盲聾生母子溝通對話的主要輔具，研究目的，藉由盲用筆電的使用，探討盲聾生學習溝通對話時，詞彙概念的理解與表達之發展情形，及母親如何引導盲聾生學習詞彙以發展概念，如何引導盲聾生發展表達能力。本研究結果發現有：（1）盲聾生雖有聽障，仍配戴助聽器學習聽辨語詞的音，練習聽打點字，建立其語言理解與表達能力。從單詞、短句、長句，進而輔以點字卡，練習回顧一天的生活，記錄當天的生活日誌；（2）母親的引導方法，先讓盲聾生觸摸、聞嗅，善用多感官知覺及興趣原則，再以點字詞彙當場教導仿寫，認識物品名稱，繕打正確點字符號，並加強聽覺辨識能力；（3）盲聾生透過盲用筆電的摸讀與確認，有助學習詞彙的正確點法與名稱。盲聾生母子的溝通對話能力，於藍芽盲用筆電使用前後，有諸多的變化與發展。使用藍芽盲用筆電時，須調整之處，本研究亦提出相關建議，以供後續研究之參考。

Due to visual and hearing impairments, deafblind students use tactile channel as their input and output main channel to learn vocabulary concept. This study use a blue-teeth laptop computer for the blind as the main communication tool between a deafblind child and his mother. The aim of this study was to explore how the deafblind student develops his vocabulary recognition and expression when he uses the computer for the blind to execute interactive dialogue communication, how the mother guides the child to learn vocabulary words so as to develop his concepts, and how she guides her child to develop the expression abilities. Research findings indicated that this deafblind student used the computer for the blind to touch-read and to confirm the correct vocabulary Braille and the name. Besides, the mother guided the deafblind child to touch-read, smell first to train him sensory perceptions first, and then use the Braille vocabulary to teach him copy the words and recognize the name of the object, type correct Braille signs, and improve his hearing recognition ability. Although he suffered hearing loss, he still wore a hearing aide to learn how to distinguish words between phrases and how to practice typing Braille by dictation. From single word, short sentence, long sentence, and then using the Braille card as an aide, the deafblind student reviewed his one day life as the daily log. The interactive communication ability between the mother and the deafblind child, after this student's using the blue-teeth computer for the blind, showed much change and progress. Suggestions concerning accommodations when using the blue-teeth laptop computer for the blind are made for future researchers' references.