國小聽障生級任教師社會技能教學現況之研究

Regular Classroom Teachers’ Social Skills Teaching for Elementary Students with hearing impairment: Analysis of Current Status

本研究旨在探討國小聽障生級任教師社會技能教學現況，研究對象為台灣地區國小聽障生之級任教師，以各縣市為單位進行叢集抽樣。隨機寄出654份問卷進行調查，回收有效問卷512份，問卷回收率為78.28%。本研究發現如下： 一、國小聽障生級任教師進行社會技能教學的現況傾向中等以上的反應。 二、國小聽障生級任教師在進行社會技能教學時的整體教學現況不會因國小聽障 生之「性別」、「年級」、「左耳聽能輔具」、「右耳聽能輔具」、「家庭經濟狀況」、 「父親聽能狀況」、「母親聽能狀況」等變項的不同而在社會技能教學總量表 與三個分量表中有所差異；但在「教育安置方式」、「發現失聰年齡」、「聽覺 障礙程度」、「學業表現」、「主要溝通方式」方面呈現差異。 三、國小聽障生級任教師在社會技能教學三個分量表單題平均得分之差異，結果 最佳為「社會技能教學結果」、最劣為「社會技能教學過程」。 四、國小聽障生級任教師在社會技能教學三個分量表得分彼此間呈現中度之相關 程度。 五、不同背景變項國小聽障生對級任教師在社會技能教學之預測無具太大實質意 義。 六、國小聽障生級任教師的社會技能有效教學預測力分析中，以社會技能教學過 程最能進行預測。

 

This study aimed to investigate the current status of regular classroom teachers’ social skills teaching for elementary students with hearing impairment. The data were collected from regular class room teachers of elementary students with hearing impairment in Taiwan, using cluster sampling. The clusters were counties and cities. Among 654 random questionnaires, 512 were returned with response rate of 78.28%. The major things were as followed: 1. Teachers’ current status of social skills teaching for elementary students with hearing impairment tended to be above the average as a whole. 2. Teachers’ social skills teaching as well as the three subscale (objective, process and result of social skills teaching) were associated with elementary students’ with hearing impairment educational implements, age of deaf, impaired level of hearing retardation, academic achievement, and main communication method. 3. By comparing the scores of three subscale (objective, process and result of social skills teaching), it was shown that ‘the result of social skills teaching’ was the highest, while ‘the process’ was the lowest. 4. The correlations between the three subscales (objective, process and result) were around medium level. 5. The predictive effects of elementary students’ with hearing impairment backgrounds on teachers’ current social-skill-teaching situations were practically nonsignificant. 6. Regular classroom teachers’ effectiveness of social skills teaching could be predicted from the process of social skills teaching which was the best predictor among the three subscales.