融合教育下提供手語支持系統對聽障兒童與班級師生的影響

The effects of the sign language support system on a student with hearing impairment in an inclusive classroom

本研究以個案研究的方式，探討融合教育中提供手語支持系統對於聽障兒童以及班級師生的影響。資源教師提供的手語支持系統包括：在資源教室以手語教導該生國語數學，在普通班教室的自然課和社會課提供手語翻譯以及教導全班師生學手語等。研究發現，提供手語支持系統有助於重度聽障生學校適應，包括學習、人際以及常規適應等三方面。學習適應方面，能夠增進個案理解課程和班級性活動、提高課堂專注以及參與度；人際適應方面，能促進與教師間的互動，擔任教師的小幫手，且能夠使用手語與同儕溝通、和同儕一起遊戲；常規適應方面，手語支持系統讓個案能夠遵守班級和生活常規，以及完成教師所交付的任務。此外，全班師生學習手語後，老師可以用簡單手語溝通，提供學生視覺訊息，促進教師的班級經營效能；對普通生而言，手語讓他們與個案更能溝通，也覺得手語是一個方便且有趣的語言。

The case study explored the impacts of the sign language support system on a student with hearing impairment, the teacher and children in the inclusive classroom. The sign language support system provided by the resource room teacher included teaching the student with hearing impairment math and literature with sign language in the resource room, teaching the whole class sign language once a week, and being as a sign language interpreter in science and social class. The results indicated that the sign language support system facilitated the school adjustment of the student with severe hearing impairment in the aspects of academic learning, interpersonal relationships and routine adaptation. In the learning aspect, the student made better comprehensions of the courses and class activities, improved his attention span and levels of participation. In the aspect of the interpersonal relationships, the student's interactions with teachers and peers were enhanced. The student not only served as a teacher's helper but also used sign language to communicate and play with peers. In terms of routine adaptation, the sign language support system allowed the student to follow the class and daily routines, as well as completed the tasks assigned by the teacher. In addition, after learning the sign language in the whole class, teachers communicated in simple sign language, provided students with visual information, and promoted the efficiency of classroom management. For the classroom peers, sign language allowed them to communicate with the student with hearing impairment more efficiently, and they also felt sign language as a convenient and interesting language.