一、身心特質

聽覺障礙是由於先天或後天因素，導致聽力受損而無法像一般人一樣接受聲音訊息，依其受損的程度，聽覺障礙程度可分為輕度、中度、重度、及全聾。

輕度者所受影響較少，戴上助聽器之後，困難較少;但中度以上者，即使戴了助聽器，聽不清的困擾依舊存在;重度與全聾者可能因聲音和語言機能的嚴重缺損，而無法以口語與他人溝通。因不同聽覺部位損傷所造成之聽覺障礙也會影響聽覺障礙輔助的效能。

聽覺障礙學生的特質與發展，存在著很大的個別差異性，主要的影響因素包括:

失聰時期、失聰原因、聽覺障礙發生部位、是否伴隨有其他障礙以及是否接受過早期療育與溝通訓練等。以下分別就聽覺障礙學生之認知、社會、學習與社會成就各層面進行簡單介紹:

1.認知發展:

聽覺障礙學生的智力與一般同儕無異，但聽覺管道受限，導致聽覺障礙學生在聽覺訊息的汲取上受到很大的限制，造成概念發展困難，特別是在抽象概念上有很大的困難。聽覺障礙生必須靠大量的視覺材料與學習來彌補聽能受限的問題。

2.語言發展:

語言的發展是依循聽、說、讀、寫的順序，聽覺障礙學生因聽損的關係，導致聽覺回饋能力有限，故語言的發展與理解均有困難，特別出現在抽象主題與隱喻語言的理解。

此外，在口語表達時經常出現音質、音調與構音的問題，在書寫語言的使用上也常會出現語法、語序、語句與抽象概念等語言知識限制。

3.學業成就:

學業的成就除了學習動機外，很大部分是學生的語文能力，然而這又是聽覺障礙學生在學習歷程中最大的困難，因此，如果聽覺障礙學生沒有接受過早期療育或是在國民教育階段未接受聽語的訓練，在一般大學課堂上的學習會是很大的挑戰，特別是遇到大班級演講及需要大量閱讀的課程，學業成就表現會受到影響。

4.社會發展:

(1)社會學習極需依賴視覺與聽覺的管道，當失去聽覺時，則無法完全理解社會角色與團體遊戲規則等，容易出現與同儕間互動的困境。

(2)聽覺障礙學生極度依賴視覺線索進行學習與人際間的互動，但也容易因為誤判他人的表情與動作而造成社會互動誤會。

二、輔導原則

檢視與調整學習環境與習慣，絕大多數的聽覺障礙學生進了大學後，學習的習慣多已形成，應該協助學生檢視自己的學習習慣與策略。

1.教室中座位選擇:

(1)安排聽覺障礙學生儘量坐在可以清楚看到老師板書或 PPT 的位置。

(2)如果是使用讀唇的學生，更要他們坐在最佳讀話區。

(3)聽覺障礙學生載上助聽器後更容易受噪音之干擾，故學生上課環境(如座位的選擇)要儘量避免在噪音源附近，如冷氣機或風扇的下方。

2.學習資料:

(1)聽覺障礙學生會依賴「視覺」的學習管道，教學時宜讓學生清楚知道課程進度，並有書面教材可以讓聽覺障礙學生預習。

(2)課程如果是屬於演說式，儘量在課堂上提供學生視覺的學習資料。

(3)無口語的聽覺障礙學生宜視其需要提供手語翻譯服務。

3.儘量參與原則:

(1)儘管事先提供聽覺障礙學生預習的教材，仍應要求養成自己抄寫黑板上教材的習慣。

(2)聽覺障礙學生只是聽覺上的不方便，仍應參與像小組報告或實驗課程的分工。

4.對學生的期望:

(1)對於學校中各項學習活動或要求，較適當的方法是採用和一般同學一樣的期望標準，但允許聽覺障礙學生有較充裕的工作時間。

(2)應注重聽覺障礙學生的生活教育，加強其責任感，如自行整理資料、繳交作業、準時上課等，激勵學生和其他學生相同的行為準則。

三、教學提醒

(1)由於授課教師的臉部動作是學生學習資訊的來源，因此教師要儘量面對學生，並提供正確的訊息。注意說話的速度、音量、表情變化，增加上課趣味性，使聽覺障礙學生加深上課的重點。

(2)老師說話時儘量保持口語表達無任何遮蓋的狀況，讓學生可以看到老師的唇形和表情，以利學生讀語。

(3)在一些場合，聽覺障礙生習慣保持沉默，這並不代表他不想參與聚會或班上活動，不需刻意要求學生當眾發言。

(4)聽覺障礙生聽不見/不清楚自己的聲音，雖然盡了最大的努力，但是可能還是說的不夠清楚，宜以最大之耐心聽他們的發言，並多鼓勵之。

(5)戴上助聽器之後，雖然能接收老師或同學的說話，但是相對的也會接收到環境的噪音，鼓勵學生尋找對於自己較有利的位置。

(6)配助聽器的學生有助於課堂學習，特別是使用 FM 調頻系統的學生，需要老師戴上發射器以利清楚接收教師的口語。

(7)對於非操作性的課程，聽覺障礙生經常需要鄰座同學協助，並提醒他老師進行的進度。

(8)利用讀話聽課的聽覺障礙學生幾乎不能邊看邊作筆記，鼓勵學生向同學 在課後借閱筆記。

(9)分組討論課程對於聽覺障礙學生是另一挑戰的課程，同組的同學需先和聽覺障礙學生商量，採行可能補救的方法再討論。

 

資料出處:

全國特殊教育資訊網-學生輔導原則

https://special.moe.gov.tw/article.php?paid=181

 

Characteristics and Counseling for Students with Hearing Impairments

I. Physical and Mental Characteristics

Hearing impairment can result from congenital or acquired factors that hinder auditory processing, making it difficult to receive auditory information like others. The severity of hearing impairment is categorized into mild, moderate, severe, and profound deafness.

• Mild impairment: Minimal challenges, especially with hearing aids.
• Moderate to profound deafness: Even with hearing aids, difficulties persist in understanding speech, while severe and profound cases may prevent oral communication altogether due to the lack of sound and speech feedback.

The specific site of auditory impairment also affects the effectiveness of assistive devices. The characteristics and development of students with hearing impairments vary significantly due to factors such as:

1. Time of onset (when the impairment occurred).
2. Causes of hearing loss.
3. Location of auditory damage.
4. Presence of additional disabilities.
5. Access to early intervention and communication training.

Key developmental aspects are summarized below:

1. Cognitive Development:

The intelligence of students with hearing impairments is comparable to their peers, but limited auditory input affects their ability to process auditory information. This restriction can hinder concept formation, especially abstract concepts, requiring extensive use of visual materials to compensate for the loss of auditory input.

2. Language Development:

Language develops sequentially (listening, speaking, reading, and writing), but auditory impairments limit auditory feedback, leading to difficulties in both language development and comprehension.

• Abstract and figurative language comprehension is particularly challenging.
• Issues in oral expression include tone, pitch, and articulation.
• Written language often exhibits limitations in grammar, syntax, sentence structure, and understanding abstract concepts.

3. Academic Achievement:

Academic success heavily depends on linguistic abilities, often the greatest challenge for hearing-impaired students.

Without early intervention or hearing and speech training during primary education, participating in university-level classes (e.g., lectures and courses requiring extensive reading) becomes particularly challenging.

4. Social Development:

1. Social interactions rely heavily on both auditory and visual inputs. Without auditory cues, students with hearing impairments may struggle to fully understand social roles and group dynamics, leading to difficulties in peer interactions.
2. These students depend on visual cues for learning and interactions but may misinterpret expressions and gestures, causing misunderstandings during social interactions.

II. Counseling Principles

Adjusting the learning environment and habits is essential. Most hearing-impaired students in universities have established learning routines, but they may need guidance to evaluate and adjust their strategies.

1. Seating Arrangements:

• Ensure the student sits where they can clearly see the teacher’s writing or presentation.
• For lip-reading students, position them in optimal locations for speechreading.
• Avoid placing them near noise sources (e.g., air conditioners or fans), as hearing aids amplify all sounds, including background noise.

2. Learning Materials:

• Provide written materials beforehand and ensure students know the course schedule to facilitate visual learning.
• In lecture-based classes, include visual aids and written content.
• Offer sign language interpretation services for nonverbal students as needed.

3. Active Participation Principle:

• Encourage note-taking from board materials, even if provided with pre-prepared materials.
• Promote involvement in group activities, such as presentations and lab sessions, as their hearing impairment does not impede other forms of participation.

4. Setting Expectations:

• Maintain the same academic standards for hearing-impaired students but allow additional time for tasks.
• Emphasize life skills (e.g., organizing materials, submitting assignments on time) to foster responsibility and align behaviors with peers.

III. Teaching Reminders

1. Face students when speaking allow them to see facial expressions and lip movements, pay attention to the changes in the speed, volume, and expression of speech, enhancing their in-class focus and information comprehension.
2. Avoid covering your mouth while speaking, enabling better lip-reading.
3. Respect students' choice to remain silent in group settings; this does not imply unwillingness to participate.
4. Show patience when listening to students’ speech, as clarity may be affected by their inability to hear their voice. Provide encouragement and support.
5. Assist students in finding advantageous seating to minimize noise interference with their hearing aids.
6. For students using FM systems, teachers should wear the transmitter for optimal sound clarity.
7. Encourage collaboration with peers for non-operational courses and allow access to classmates’ notes.

During group discussions, classmates should coordinate with hearing-impaired students to establish effective communication methods.