臺灣視覺多重障礙教育教師教學溝通行為方式之探討

The Instructional Communication Modes for Teachers of Students with Visual and Multiple Disabilities

本研究旨在探討與分析視覺多重障礙教育教師教學時所使用的溝通行為方式與實際遇到的問題與困難，並根據調查結果提供建議，做為教師在職進修與有關行政、教學單位規劃師資培訓方式與課程內容之參考。本研究是以問卷調查法進行研究，問卷內容的初稿是參考國內外相關文獻訂定，再經由國內專家學者對此初稿提供意見後，加以修訂而成。所回收的問卷經由整理後，以敘述性統計方式呈現外，並以隨機完全區集設計的方式進行單因子變異數統計分析。研究結果顯示（1）大多數視覺多重障礙教育教師認為最適當的教學溝通行為方式必須考慮學生的個別差異性與溝通能力來決定；（2）最經常被使用的教學溝通行為方式，依序為說話、聲音、身體動作、實體物、姿勢、面部表情、手指語、手語、圖片、溝通板、溝通本；（3）從不被使用的教學溝通行為方式，依序為溝通板、溝通本、手指語、手語、圖片、眼神、面部表情、姿勢、實體物、說話、聲音；（4）從教學溝通行為方式使用頻率加權分數的觀點來看，在實際教學時，溝通板的方式被使用的最少，此項結果與教師認為應多使用科技輔具的看法相差甚大。

The main purposes of this study are: (1) To investigate the opinions of teachers of students with visual and multiple disabilities on their instructional communication modes; (2) To investigate what the methods used when teachers have difficulties to communicate with their students; (3) To provide suggestions for teachers preparation in the area of educating students with visual and multiple disabilities The results indicated that (1) most of the teachers use a variety of communication modes to interact with their students in class; (2) the most often used communication modes by the teachers are: speech, voice, body language, objects, gesture, facial expression, finger spellingm, sign language, picture, communication board, and communication book; (3) most of the teachers expressed that the use of high technology in communicating with visually impaired children who have other disability is tremendously needed.