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研究生: 韓福榮
Han Fu-Jong, Tsao
論文名稱: 學前聽覺障礙兒童家長溝通訓練課程教學效果之研就
A STUDY ON THE COMMUNICATION TRAINING PROGRAM FOR PARENTS OF HEARING IMPAIRED PRESCHOOL CHILDREN
指導教授: 林寶貴
學位類別: 博士
Doctor
系所名稱: 特殊教育學系
Department of Special Education
畢業學年度: 87
語文別: 中文
論文頁數: 159
中文關鍵詞: 學前聽覺障礙兒童家長溝通訓練課程親職教育
論文種類: 學術論文
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  • 本研究主要目的在瞭解學前聽覺障礙兒童家長進修需求的內涵,編製一套適合學前聽覺障礙兒童家長的溝通訓練教學材料,以單組前後測的準實驗研究設計探討家長溝通訓練課程的教學效果。調查研究樣本為臺灣地區設有學前聽覺障礙兒童教育單位內之家長共計284名;接受家長溝通訓練課程樣本為學前聽覺障礙兒童九位家長。研究工具為自編之:「學前聽覺障礙兒童家長進修需求調查問卷」、「學前聽覺障礙兒童家長聽覺障礙教育及溝通認知測驗」、「學前聽覺障礙兒童家長溝通訓練課程內容意見調查表」、「學前聽覺障礙兒童家長溝通訓練課程自評表」等四種工具,所得量化資料以描述統計及無母數統計分析,並將質性資料以文字敘述的方式呈現。學前聽覺障礙兒童家長經過六週十次30小時的溝通訓練課程後,其量化測驗分數及家長自評回饋的結果分析均有明顯的進步。因此,本研究所設計十二個單元的學前聽覺障礙兒童家長溝通訓練課程,可做為國內推廣學前聽覺障礙兒童親職教育的參考教材。

    For this study, the researcher presumed that if the parents can have the communication skills to interact and communicate with their preschool hearing-impaired children, those children can spontaneously learn to the social and communicative skills.
    The purpose of this study is to develop a 30-hours communication teaching program for parents of preschool hearing-impaired children. These topics of the program were focused on (a) the knowledge of stages of communication and language, (b) the information about child's amplification system, (c) the skills for managing hearing aids used with preschool children, (d) the skills for promoting child's listening skills, (e) the strategy of using family's daily routines to teach language.
    The results showed that: (a) the parents involved in the program have significant improvement in understanding the communication and language, (b) the parents have a level of improvement on strategies and interactive styles in stimulating and reinforcing with their hearing-impaired child.

    謝辭……..……………………………………………………………………………i 中文摘要…………………………………………………………………………… ii 英文摘要……………………………………….………………………………… iii 目錄………………………………………….………………………………..…. iv 表次………………………………………………………………………………...vi 圖次………………………………………………………………………………..vii 第一章 緒論………………………………………………1 第一節 研究緣起………………………………………………1 第二節 研究動機與研究目的……………………………………4 第三節 待答問題與研究假設……………………………………8 第四節 名詞釋義………..……………………………………9 第二章 文獻探討…………………………………………13 第一節 學前聽覺障礙兒童家長親職教育的需求………………13 第二節 學前聽覺障礙兒童家長親職教育與早期介入的型態...19 第三節 聽覺障礙兒童親子互動關係與家長溝通訓練課程...27 第四節 聽覺障礙兒童語言發展與語言溝通法……………31 第五節 家長溝通訓練課程的內涵…………………………32 第三章 研究方法與實施………………………………………...40 第一節 研究架構…………………………………………40 第二節 研究對象…………………………………………42 第三節 研究工具…………………………………………44 第四節 研究方法及步驟…………………………………….46 第五節 資料處理與分析…………………………………….50 第四章 研究結果與討論………………………………………54 第一節 問卷結果分析……………………………………………54 第二節 學前聽覺障礙兒童家長溝通訓練課程教學效果分析………………………………………….………….67 第五章 結論與建議……………………………………………86 第一節 結論……………….………………………………….86 第二節 研究限制…………….………………………………….95 第三節 建議………………………………………………………95 參考文獻…………………………………………………………………112     附錄……………………………………………………………………103 附錄一 學前聽覺障礙兒童家長進修需求調查問卷…………………103 附錄二 「學前聽障兒童家長溝通訓練課程」報名表…………………………105 附錄三 學前聽障兒童家長溝通訓練課程報到通知…………………106 附錄四 學前聽覺障礙兒童家長聽覺障礙教育及溝通認知測驗……107 附錄五 聽覺障礙兒童家長溝通訓練課程單元………………………110 附錄六 學前聽覺障礙兒童家長溝通訓練課程自評表一……………122 附錄七 學前聽覺障礙兒童家長溝通訓練課程自評表二……………123 附錄八 學前聽覺障礙兒童家長溝通訓練課程家長自評對照表……124 附錄九 學前聽覺障礙兒童家長溝通訓練課程記錄表………………136 附錄十 學前聽覺障礙兒童家長溝通訓練課程內容意見調查表……151

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