王華沛陳春秀Chen, Chun-Hsiu2019-08-282011-01-012019-08-282010http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0596091309%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/91691　　本研究主要探討一位重度聽覺障礙無口語能力的學生在實習職場使用PDA溝通輔具的溝通經驗。本研究採行動研究法，藉由溝通技能檢核、PDA使用狀況評估表、問卷、訪談及職場觀察等方式收集資料，運用輔助溝通系統（AAC）教學策略，透過PDA溝通輔具介入，探究個案於實習職場使用PDA溝通輔具之溝通經驗及類化效果，研究發現： 一、運用AAC教學策略。能增進個案使用PDA溝通輔具與外界溝通。 二、PDA溝通輔具介入，能增進個案與職場有關的溝通表達。 三、個案學習使用PDA溝通輔具過程，歷經摸索期、熟悉期、穩定期及持續期等四個階段。 四、使用PDA溝通輔具，能增進個案獨立自主的機會。 五、PDA除溝通輔具功能外也成為個案休閒活動的工具之一。　　The purpose of this study is to know how a student, who suffers from hearing impaired and has non-verbal ability , uses a personal digital assistant（PDA）in the work place for communication experience. Action research methodology was used for this study. The data collected was by means of the table of communication skill control, the evaluation table of using a PDA, questionnaires, the observation of working place etc. The subject’s communication experience of using a PDA did not only exist at the working place but also daily life. The results of the study are as following: 1. By using augmentative and alternative communication（AAC）teaching strategy the subject uses a PDA to improve work-place conversation. 2. The subject uses a PDA as a communication tool not only in the work place but also for daily life. 3. There are four stages the subject experiences using a PDA: (1) Exploration period; (2) adaptation period; (3) mastery period; (4) constant usage period. 4. Using a PDA gives the subject more chances to live independently. 5. PDAs are not only used for communication but also for leisure activities.聽覺障礙行動研究輔助溝通系統個人數位助理hearing impairmentaction researchAACPDA