盲聾教學策略對盲聾生溝通發展之行動研究

Deafblind Teaching Strategies for Action Research in Communication Developmental for a Deafblind Student

本研究旨在探討盲聾教學策略對盲聾生溝通能力發展的影響。研究方法採用質性的行動研究設計，以立意取樣的方式，選取某一特殊學校一名全盲且失聰的學生為本研究的研究對象。
本研究於週末進行，藉盲聾生參與溝通教學活動來蒐集溝通語料，以觀察盲聾生使用口語、手指語、盲用筆記型電腦表達能力的發展歷程。在研究進行中，研究者隨時與指導教授和教保老師交換意見，以適應調整可行的行動策略。另外，也徵求兩位專家進行信、效度評鑑，以維持行動研究品質。
研究結果顯示盲聾生溝通能力的發展歷程：「口語」表達能力從強制性表達，轉為口說方式的習慣養成；「手指語」的使用，從輔助記住陌生詞彙的方式，轉變成提取詞彙的連接埠；「盲用筆電」表達的能力，從逐字提示下點打，轉變為善用盲用筆電查找線索，以維續溝通話題的進行。而盲聾教育教師在進行溝通教學活動時，採用盲聾教學策略的結果顯示：「以手共同操作策略」助盲聾生「距離感」的建立；「共鳴現象策略」與「模仿的教學策略」能突破盲聾生詞不達意，與他人有溝沒有通的冏境；「順序記憶策略」有助於盲聾生時間概念和語序之建立；「會話溝通策略」則提供綿延不絕的溝通話題。進行溝通教學活動，採用盲聾教學策略，能共創師生雙贏。

The main purpose of this thesis is researching effects of deafblind teaching strategies to developments of communication skills from students who are deafblind. The method of research adopts qualitative action research using purposive sampling approach to select a blind and deaf student from a particular school as the research subject.
The research collects communication corpus through the deafblind student participating in communication teaching activities and observe development progression of this deafblind student using colloquial language, finger language and laptop for deafblind to express. During the research, the researcher exchanges opinions with professors and teachers to adjust possible action strategies. In addition, two experts helped to take reliability and validity evaluation to maintain quality of action research.
The results of development of deafblind student communication skills show that expressive ability of colloquial language from forced expression to developing habit of speaking ways, use of finger language from assisting way to remember unfamiliar words to port of extraction of vocabulary, expressive ability of laptop for deafblind from brailling and typing through verbatim tips to making good use of laptop for deafblind to find information to continue communication. The results of deafblind education teacher adopting deafblind teaching strategies in communication teaching activities show that coactive manipulation helps deafblind student establish sense of distancing, resonance phenomenon strategies and imitation instructional strategies can help deafblind student improve problems of communication obstacles, sequential memory strategies help deafblind student establish concept of time and word order, and conversational communication strategies provide endless communication topics. The deafblind teaching strategies in communication teaching activities can make win-win situation between teachers and deafblind students.