自我轉型：聽障人士才能發展歷程之探究

Self-Transformation: Talent Development of Individuals with Hearing Impairment

本研究從才能發展典範的觀點，探究聽障人士才能發展歷程及其獨特之處。理論上，提供特殊需求學生學習以及適性揚才的機會是特殊教育的最終目標；然而，長期以來，聽覺障礙學習者的優異能力與才能發展並未受到充分的支持與探究。本研究採多重個案研究法，邀請三位不同專業成就的重度聽障人士參與研究，探究聽障人士在一般聽常的學習環境中，其成功發展才能的歷程、挑戰與支持條件。資料來源以半結構訪談為主，輔以非正式觀察、文件與影像媒體等多元資料，質性分析聽覺障礙人士才能發展的歷程與支持條件。研究發現聽覺障礙人士成功發展才能的歷程，是其在聽覺障礙與聽常社會文化之間不斷調適的自我轉型歷程，早期口語溝通能力促發才能發展傾向的分化、父母早期仲介學習經驗支持建立自我改變的能動性、人際困頓中專注目標培養成功特質、承擔社群責任突破聽覺障礙、及自我目標的調適等是轉型歷程的關鍵條件；此外，發現聽障人士自我轉型不僅是能力或知識的問題，也是態度與意志的問題。依據研究結果，從才能發展典範的觀點，提出對聽覺障礙學習者適性適才發展教育方案的啟發與建議。

Purpose: This study was conducted to explore the talent development process and unique aspects of individuals with hearing impairment from the perspective of the talent development paradigm. Theoretically, the ultimate goal of special education is to provide opportunities for students with special needs to learn and to develop their talents. For a long time, the learning and talent development potential of individuals with hearing impairment has not been fully supported or explored. With the advent of inclusive education, an increasing number of students with hearing impairment have started learning within a general education setting. In the optimal scenario, the achievements of students with hearing impairment would be comparable to those of their hearing peers. However, in actual scenarios, students with hearing impairment often face academic performance and professional development challenges. The reasons for these challenges are varied and complex, but the primary factor is that the mainstream educational system and societal culture are designed for those who can hear. With the evolution of social culture, the definition of success has diversified, and the talent development process for individuals with hearing impairment has evolved. This study explores how individuals with hearing impairment can develop their strengths and talents and achieve their professional goals within a hearing-centric culture, thereby offering new perspectives and creative solutions for inclusive education. Method: A multiple-case approach was implemented. Three individuals with severe hearing impairment, each with distinct professional achievements, were invited to participate in the study. These participants were F, who specialized in the sports and fitness field; S, who served in a human resources role at a globally renowned company; and M, who worked in the financial industry as an artificial intelligence engineer. Identified as having severe hearing loss at an early age, all three participants had completed higher education and were actively engaged in their professional careers. Each had a unique definition of and goals for success, which they continued to pursue. To gain a deeper understanding of the development process and challenges faced by these individuals, their significant others were also invited to participate in the study. Data were primarily collected through semistructured individual interviews supplemented by informal observations, documents, and video media. The data were qualitatively analyzed to explore the talent development process, challenges, and support of the three participants. Findings: In the participants, the successful development of talent was found to be a process of self-transformation. Within the structure of schooling and society designed for hearing individuals, those with hearing impairment were compelled to continually balance their own condition with the prevailing hearing culture. The three participants managed to transform their perceptions from an initially strong sense of inferiority to a proactive stance. To prove themselves, they had to evaluate their capabilities carefully and continually in each challenge to reposition themselves within the social culture, ultimately finding their place and identifying how they could contribute. Five essential elements were found to characterize their self-transformation during the talent development process. First, the ability to orally communicate at an early age served as a differentiator in talent development. When personal strength and communication symbols aligned, each participant distinctly perceived the intensity of their intrinsic interests. For instance, F, with no oral communication skills, was deeply attracted to bell pulling; S, with oral communication skills, was deeply drawn to reading; and M, also skilled in oral communication, was captivated by the mysteries of mathematics and science. When their special interests emerged, affirmation and support from parents and teachers became a key motivation for the participants to make further effort. Second, the early mediated learning experiences provided by parents established the participants’capacity for self-change. The parents of the participants excelled in transforming daily challenges into purposeful learning experiences. They effectively communicated the importance of learning and exhibited deep understanding of their children’s special needs through their parenting. More importantly, they demonstrated how to face challenges, actively adapt, and pursue meaningful learning goals. These mediated learning experiences enabled the participants to recognize their ability to pursue learning challenges and opportunities similarly to their hearing peers, to understand how to learn from their experiences and mistakes, to pursue their own goals, and to improve themselves. Third, when faced with interpersonal difficulties due to their hearing impairment, the three participants developed a goal-oriented mindset. Lacking partnerships with hearing-impaired peers and often excluded by their hearing peers, they emphasized selfproblem- solving as their primary adjustment method. Whenever they encountered challenges in learning and development, they deliberately practiced setting personal goals, selfplanning, and self-challenging. These learning and interpersonal challenges prompted them to develop a high degree of independence, to practice self-directed learning, and to learn to persevere. Fourth, assuming responsibility in their community helped the participants overcome communication barriers associated with hearing impairment. Identifying likeminded community partners enabled them to recognize the value of effective communication and overcome their interpersonal anxiety. This responsibility expanded their learning opportunities, altered their definition of success, and provided them with the means to navigate the challenges of hearing impairment. Finally, adjusting personal goals represented a continual and deliberate effort for the three participants. As individuals aware of their hearing loss and the need for social adaptation, the participants engaged in thoughtful selfreflection, evaluated their initiative in various situations, selected goals on the basis of social expectations and personal strengths, and continually refined these goals. Their selftransformation included not only a transformation of skills and knowledge but also of attitude and determination. Conclusion/Implications: Some suggestions are provided for the educational support and research of learners with hearing impairment from the perspective of the talent development paradigm. First, the early mediated learning experiences provided by parents are crucial for the talent development of learners with hearing impairment. However, how the quality of these experiences affects the talent development of hearingimpaired learners requires further investigation. Second, the participants managed to develop their talents despite a lack of peers with similar impairments and minimal exposure to Deaf culture. Further research is required to explore the relationship between the exposure to or recognition of Deaf culture and the talent development of individuals with hearing impairment. To foster the successful characteristics required for self-transformation, consciously cultivation of a self-challenging mindset in hearing-impaired children is essential at an early age. Finally, practice of the talent development paradigm may lay the foundation for the education of learners with hearing impairment in a society that values professionalism.