融合教育中聽覺障礙巡迴輔導模式與教師角色職責之探討

An Analysis of Itinerant Support Models and Teacher Roles for Deaf and Hard of Hearing Students in Inclusive Education

隨著聽覺障礙學生被安置於普通環境學習，聽障巡迴輔導教師就扮演相當重要的角色並肩負重責。然而在融合教育下，責任並非聽障巡迴輔導教師一肩扛起，而是需要由學生相關人員共同合作與承擔。本文就融合教育下聽障巡迴輔導模式與教師所需扮演角色及職責進行介紹。現今巡迴模式大致分為抽離模式與入班協助訓練模式，聽障巡迴輔導教師在抽離模式下較常進行學科直接教學與非學科直接服務；而入班協助與訓練模式，主要為普特合作協同教學與合作諮詢等間接服務。筆者認為，固然入班協助於融合教育趨勢是必要的，但聽障學生部分技能仍需巡迴輔導教師抽離訓練，所以兩者不可偏廢。除了聽覺障礙學生進入普通環境學習會遇到困難外，聽障巡迴輔導教師服務時也同樣會遭遇挑戰，因此在這團隊合作的時代，彈性變通儼然成為必備特質。聽障巡迴輔導教師已從教學者角色，逐漸轉變為溝通協調、資源整合、合作諮詢的夥伴角色，提供聽覺障礙學生更適切的融合教育。

As more students who are Deaf and Hard of Hearing (DHH) are placed in mainstream educational settings, itinerant teachers for DHH students play a crucial and demanding role. However, within the framework of inclusive education, the responsibility does not rest solely on itinerant teachers; instead, it requires a collaborative effort from all professionals involved. This paper introduces the current itinerant support models and explores the roles and responsibilities of teachers serving DHH students in inclusive settings. Current literature suggests that itinerant support is typically categorized into two models: the pull-out model and the in-class support/training model. In the pull-out model, itinerant teachers are more likely to provide direct academic instruction and non-academic services. In contrast, the in-class support model emphasizes indirect services such as co-teaching and collaborative consultation between general and special education teachers. The author argues that while in-class support aligns with the trends of inclusive education, pull-out training remains essential for certain skill areas; thus, both approaches should be valued. In addition to the challenges DHH students face in general education classrooms, itinerant teachers encounter various difficulties in service delivery. In this era of team-based collaboration, flexibility has become an indispensable quality. The role of itinerant teachers has shifted from that of a direct instructor to a partner in communication, coordination, resource integration, and collaborative consultation, thereby providing more appropriate support for inclusive education for students with DHH.