單側聽損者學校適應歷程之探究

Abstract

本研究採質性研究中的詮釋學，主要是探討單側聽損者學校適應歷程。本研究招募兩位單側聽損者作為研究對象，以半結構性深度訪談方式了解單側聽損者在學校適應歷程中的經驗與感受，並在遇到困境時，採那些策略去因應，以及對於未來單側聽損者在求學過程中，有什麼樣的期待與建議。研究結果指出，單側聽損者在學業表現及人際關係較易遭遇到困境，但在學業表現的部分，她們並不會因此感到憂心，因為她們大多能建立自己的學習策略來因應，而其人際關係在國中階段時，常會因聆聽問題，而與同儕互動產生困境，她們後續積極地運用了承認策略、提升溝通技巧及同理與尊重等相關社會技巧，因此在高中時期人際關係漸入佳境；在自我概念部分，她們雖曾有自我概念低落的想法，但並未因此而消極，反而藉由不服輸的個性及從參與的活動中肯定自己，來發展出正向積極的自我概念，使自己在未來的求學階段順利適應校園生活。她們一致認為，倘若學校能適時提供特殊教育服務與支持，那麼勢必能協助單側聽損者順利適應校園生活，而從本研究也能看到特殊教育鑑定對單側聽損者在學校適應上的影響，因此研究者就本研究的結果與發現，給予相關之具體建議，作為未來教育實務及政策措施調整之參考。This study adopts a qualitative methodology based on hermeneutics to investigate the adaptation process of students with unilateral hearing loss (UHL) in school settings. I interviewed two participants with unilateral hearing loss with semi-structured interviews, to gain insights into their experiences and feelings regarding their adaptation to school life. The present study aims to reveal the coping strategies these students used to overcome challenges related to their hearing loss and to investigate their perspectives, expectations, and recommendations for the educational journey of future students with unilateral hearing loss.The findings reveal that students with unilateral hearing loss commonly encounter difficulties in academic performance and interpersonal relationships. However, they demonstrate resilience in academic performance by developing their own learning strategies to overcome these challenges. During their junior high school years, they face communication barriers due to their hearing loss, which impacts their relationships with peers. However, they actively use various strategies such as acknowledging their condition, and enhancing their communication skills, empathy, and respect, resulting in improved interpersonal relationships during their senior high school years. Regarding self-concept, although they may have experienced moments of low self-esteem, they adopt a proactive approach by embracing their competitive nature and affirming their abilities through active participation in extracurricular activities, leading to the development of positive self-concepts that facilitate their successful adaptation to school life during their educational journey.They unanimously believe that the timely provision of special education services and support from schools can undoubtedly assist individuals with unilateral hearing loss in adapting to school life. This study also highlights the impact of special education evaluation on the school adjustment of individuals with unilateral hearing loss. Thus, I made several recommendations to offer practical guidelines for professionals, policy amendments, and future researchers.