學前聽障兒童語言發展影響因素的研究

Study on the influencing factors of the development of preschool hearing-impaired children's language

為探討影響3-5歲學前聽障兒童語言發展的相關因素，本研究選取3-5歲學前聽障兒童41名為研究物件，以《學前兒童語言障礙評量表》測驗其語言發展，採用獨立樣本t檢驗與單因素方差分析法進行差異性檢驗。結果發現，學前聽障兒童語言發展與性別、年齡及雙親文化等的影響無關，而助聽輔具的效果、聽覺經驗、語言訓練時間及學校性質等因素對其影響較大。此外，融合環境更有利於學前聽障兒童語言的發展。因此應及時、有效地給予聽障兒童聽覺補償，抓住語言發展的關鍵期，並儘早進行融合教育，這將有助於聽障兒童語言能力的發展。

To discuss the relevant factors during the process of their language development， this studyanalysized 41 hearing disabled kids at the age of 3 to 5 on the basis of Language Disorder EvaluationChart for Preschool Children to make the difference test using the Independent-Sample T Test andOne-Way ANOVA Analysis. The results show that the language development of hearing impairedpreschool children has no relation to their sexes， ages， and parents’ educational background. Thesefactors has greatly impacted their language development， including the efficient use of assistivelistening devices， hearing experiences， the time of language training， and school types.Moreover， the inclusive education is helpful to these children. In conclusion， it is useful to give thecompensation of hearing in time， catch the key period of language development， and carry out theinclusive education in advance.