世界國家的身心障礙者政策近來皆朝向促進社會融合，台灣教育部在1995年也宣布了融合教育理念。無論是理論或法律都呈現，在融合教育中提供障礙生合適與足夠的個別化支持，可提供障礙生未來成功社會融合的基礎。但這真是目前台灣融合教育中的事實嗎？本研究之目的即是要透過文獻分析法以及對聽障生在融合教育經驗的質性訪談法，探討個別化支持措施是否有真正落實到台灣融合教育，以及稍後對聽障生所可能產生之影響。本研究在2012年6～8月期間，完成共計5位年齡介於20～30歲的聽障青年的深度訪談，並採用內容分析法對訪談內容加以整理分析。本研究有兩個重要研究發現：首先，對融合教育中的聽障生相當缺乏個別學習支持的提供，是受訪聽障者的共同經驗。教師缺乏教育障礙生的知能、學校也未提供個別學習資源；其次，研究結果也顯示，受訪聽障者大多呈現專業能力被低度評價，低薪、長期待業、就業不穩定是他們目前就業狀況的特徵。而在他們面對就業困難需要尋求資源協助時，也常出現無法定義與詮釋自身因為聽障特徵而產生的特別需求。這也大致符合多數先前文獻的研究結論，在融合教育中不重視聽障生的特殊學習需求、未提供個別化學習支持，將可能對其成長離校後的就業狀況與自我需求瞭解有所影響。缺乏個別化原則實踐的融合教育無法保證聽障生未來能成功社會融合。

Social inclusion has become the main component of disability policies worldwide. The Ministry of Education in Taiwan announced the concept of inclusive education in 1995. Numerous theories have shown the value of appropriate and individualized learning support for students with disabilities in inclusive education; this type of support can provide students with disabilities with a foundation for successful social inclusion. This study explored the practical application of individualized learning support in Taiwan after 1995 through documentary analysis and in-depth interviews with five young adults with hearing impairment during June through August, 2012; the interviewees were all between the ages of 20 and 30 years and had previously received inclusive education. The results of this study illustrate two crucial points: First, all interviewees shared a considerable lack of individualized support in their inclusive education. Related resources in schools, including teaching knowledge and technology for students with hearing impairment, were insufficient. Second, the interviewees all experienced low pay, long-term unemployment, or other unstable situations, because their professional abilities were undervalued. They could not define and distinguish their special needs caused by hearing impairment. These research findings confirm those of previous studies. A lack of individualized support for students with disabilities can decisively influence the success of employment and the ability to meet their special needs. Inclusive education without practice of the individualization principle cannot guarantee successful social inclusion.