專業合作在低視力學生光學閱讀輔具配置及其閱讀表現之研究

Optical Reading Devices Prescription for Students with Low Vision and Their Reading Performances Through Collaboration

10.6457/BSER.200912.0049

鄭靜瑩(Ching-Ying Cheng)；蘇國禎(Kuo-Chen Su)；孫涵瑛(Han-Ying Sun)；曾廣文(Kuang-Wen Tsent)；張集武(Chi-Wu Chang)

專業合作 ； 低視力學生 ； 光學閱讀輔具 ； 閱讀表 ； Collaboration ； students with low vision ； optical reading devices ； reading performance

特殊教育與復健學報

21期（2009 / 12 / 01）

49 - 74

繁體中文

本研究嘗試以專業合作的方式為五位國小低視力學生配置適合的光學閱讀輔具，並希望藉以提昇學生的閱讀表現。研究除了討論低視力學生配置光學閱讀輔具的方式外，亦探討光學閱讀輔具配置前後，學生在閱讀表現上的差異。本研究以標準化測驗與故事繪本選讀為工具，分別評量五位低視力學生的認字、閱讀理解與閱讀表現。 研究結果顯示，五位低視力學生透過專業團隊的合作下，有二位學生使用單眼眼鏡型放大鏡，二位學生使用雙眼眼鏡型放大鏡，另外一位學生則使用手持式放大鏡；且其中一位學生輔以稜鏡矯正其雙眼視覺與閱讀姿勢，另一位學生則以隱形眼鏡穩定其眼球震顫的情況。 在閱讀表現方面，由研究結果得知五位低視力學生的認字與閱讀理解能力並沒有因為研究所配置的光學閱讀輔具而有所提昇，但在整體閱讀表現上，五位學生在繪本的閱讀完成率與閱讀正確率、閱讀時間與閱讀持久力四項均有所改善。文末亦對低視力學生之輔具配置、低視力學生閱讀表現，以及未來研究方向做出建議。

The purpose of the study was to investigate the methods of prescribing optical reading devices for students with low vision, and to analyze their reading performance after prescription. Ophthalmologists, optometrists, and teachers of students with visual impairments were participant in this research. Researchers utilized two standardize tests, and six kid-story books to collect relative information. The findings indicated that, except spectacle lenses, two students were prescribed monocular spectacle-mounted magnifiers, two students were prescribed binocular spectacle-mounted magnifiers, and the other student used a hand-held magnifier for reading. In addition, one of the five students corrected her reading pose by prism, and one stabilized his nystagmus by wearing contact lenses. Furthermore, five students with low vision did not improve the score in recognizing Traditional Chinese words and in reading comprehension after prescribing optical reading devices; however, they performed better on reading rate, completing rate, reading time, and eye fatigue. Finally, suggestions for low vision students' prescription, reading performance, and the implication for future studies were provided.

1. 林慶仁(2002)。我國視障混合教育計畫各縣市實施概況之內容分析。特殊教育與復健學報，10，199-215。
   連結：
2. 鄭靜瑩(2006)。國小視覺障礙學生數學能力及其相關因素之研究。特殊教育與復健學報，16，45-71。
   連結：
3. 鄭靜瑩、張千惠(2005)。改善重度低視力學生使用功能性視覺之研究。特殊教育研究學刊，29，275-294。
   連結：
4. 鄭靜瑩、張千惠、陳明聰、趙敏泓(2008)。科技輔具與視多障學生學習成效研究。師大學報，53，107-130。
   連結：
5. Ahn, S. J.,Legge, G. E.(1995).Psychophysics of reading-XIII. Predictors of magnifier-aided reading speed in low vision.Vision Research,35,1931-1938.
6. Bateman, B.(1962).Reading and psycholinguistic process of partially children.Research Monograph,5,46.
7. Biousse, V.,Tusa, R. J.,Russell, B.,Azran, M. S.,Das, V.,Schubert, M. S.,Ward, M.,Newman, N. J.(2004).The use of contact lenses to treat visually symptomatic congenital nystagmus.Journal of Neurology Neurosurgery and Psychiatry,75,314-316.
8. Bosman, A. M.,Gompel, M.,Vervloed, M. P.,vanBon, W. H.(2006).Low Vision Affects the Reading Process Quantitatively But Not Qualitatively.The Journal of Special Education,39(4),208-219.
9. Carl, M.,Joseph, W.(1990).Vision Screening for Children.Managed Healthcare,9(7),127-275.
10. Carver, R. P.(1990).Reading rate: A review of research and theory.San Diego:Academic Press.
11. Caton, H. (Ed.)(1994).Tools for selecting appropriate learning media.Louisville, KT:American Printing House for the Blind.
12. Cline, D.,Hofstetter H.W.,Griffin J. R.(1997).Dictionary of Visual Science.Boston:Butterworth-Heinemann.
13. Cohen, J. M.,Waiss, B.(1999).Reading speed through different equivalent power low vision devices with identical field of view.Optometry and Vision Science,68,795-797.
14. Cole, R. G.,Rosenthal, B. P.(1996).Remediation and Management of Low Vision.ST. Louis:Mosby.
15. Corn, A. L.,G. Scholl. (Eds)(1986).Foundation of Education for youth and children with blindness and visual handicap: Theory and practice.New York:American Foundation for the Blind.
16. Dettmer, P.,Dyck, N.,Thurston, L. P.(2002).VConsultation, collaboration, and teamwork for students with special needs.Boston, MA:Allyn & Bacon.
17. Downing, J.,Bailey, B.(1990).Developing vision use within functional daily activities for students with visual and multiple disabilities.Review,20(4),200-220.
18. Eakin, W. M.,McFarland, T. L.(1960).Type, Printing, and the Partially Seeing Child.Pittsburg, PA:Stanwix House.
19. Erin, J.,Paul, B.,A. Corn (Eds.),A. Koenig. (Eds.)(1996).Function of low vision: functional and Clinical perspectives.New York:American Foundation for the Blind.
20. Gardner, l.,Corn, A.,G. T. Scholl. (Ed.)(1984).Quality services for blind and visually impaired students: Statements of position.Reston, VA:Eric Clearinghouse on Handicapped and Gifted Children.
21. Gibson, E.,Levin, H.(1975).The psychology of reading.Cambridge:MIT Press.
22. Groves, N.(2006).Many options to treat nystagmus, more in development.Ophthalmology Times.
23. Online Etymology Dictionary
24. Hertel, R. W.(2000).Examination and refractive management of patients with nystagmus.Surv Ophthalmol,45,215-222.
25. Jackson, A. J.,Wolffsohn, J. S.(2007).Low Vision Manual.Butterworth Heinemann.
26. Jane, M.(2005).Low Vision Assessment.Butterworth Heinemann.
27. Kirhner, C.,C. Kirner (Ed.)(1998).Data on Blindness & Visual Impairment in the U.S.: A resource manual on social demographi characteristics, education, employment nd income, and service delivery.New York:AFB Press.
28. Koenig, A. J.,Holbrook, M. C.(1993).Learning media assessment of students with visual impairments: A resource guide for teachers.Austin, TX:Texas School for the Blind and Visually Impaired.
29. Krischer, C. C.,Meissen, R.(1983).Reading speed under real and simulated visual impairment.Journal of Visual Impairment & Blindness,77,386-388.
30. Lee, H.(2007).Laptop-Compatible CCTVs : A portable Option for Students With Low Vision.Journal of Visual Impairment & Blindness,101,361.
31. Lusk, K. E.(2007).Unpublished doctoral dissertation. University of Vanderbilt.
32. Mancil, G. L.,Bailey, I. L.,Brookman, K. E.,Bart Campbel, J.,Cho, M. H.,Rosenbloom, A. A.,Sheedy, J. E.(1998).Optometric Clinical Practice Guideline: Care of the patient with presbyopia.St. Louis:American Optometric Association.
33. Mangold, S.,Mangold, P.(1989).Selecting the most appropriate primary learning medium for students with functional vision.Journal of Visual Impairment & Blindness,83,294-296.
34. Massof, R. W. (Eds.),L. Lioff. (Eds.)(2001).Issue in low vision Rehabilitation: Service delivery, policy, and funding.New York:American Foundation for the Blind.
35. Michaelides, M.,Hunt, D. M.,Moore, A. T.(2004).The cone dysfunction syndromes.Br J Ophthalmol,88(2),291.
36. Morris, O. F.(1973).Unpublished doctoral dissertation. University of Minnesota.
37. Peck, O. S.(1933).Reading ability of sight saving class pupils in Cleveland, Ohio.Sight Saving Review,3,115-126.
38. Seligmann, J.(1990).Making the most of sight.Newsweek,115(16),289604.
39. Silvia, D.,Lucia, F.,Anna, G.,Cristina, M.,Michela , O.(2006).Educational Software and Low Vision Students: evaluating accessibility factors.Universal Access in the Information Society Journal,10
40. Skyes, K. C.(1971).A comparison of the effects of standard print and large print in facilitating the reading skills of visually impaired students.Education of the Visually Handicapped,3,97-105.
41. Smith, J. K.(1999).Unpublished doctoral dissertation. University of Arizona.
42. Villa, R. A.,Thousand, J. S.(1996).Instilling Collaboration for Inclusive Schooling As a Way of Doing Business in Public Schools.Remedial & Special Education,17(3),169-181.
43. Woods, R. L.,Peli, E.,Giorgi, R. G.,Stringer, D. W.,Goldstein, R. B.,Berson, E. L.,Easton, R. D.,Bond, T.(2004).Extended wearing trials of two spectacle-based prism devices for visual field restriction.Optom Vision Sci,81(12),280.
44. Zimmerman, G. J.,A. L. Corn (Eds.),A. J. Koenig. (Eds.)(1996).Foundations of low vision: Clinical and functional perspectives.New York:American Foundation for the Blind.
45. 杞昭安、王文科主編(2003)。特殊教育導論。台北:心理。
46. 沈姵妤、林暐棠、許聖民、楊家寧譯、J. K. Jack著(2001)。臨床眼科學－系統性的入門。台北:藝軒。
47. 林慶仁(2000)。國中以上低視力學生光學輔具的使用與認知之調查研究。台南市:國立台南師院視障師資訓練中心。
48. 林慶仁、劉信雄、陳賢堂、郭振添、Starnes, D.(2004)。兩種本土化低視力光學輔具的研發與閱讀及行動能力成效實驗。中華民國特殊教育學會2004年刊，81-107。
49. 柯華葳(1999)。閱讀理解困難篩選測驗。台北:行政院國家科學委員會。
50. 張如杏(2007)。台北縣特殊教育相關專業合作模式及運作方式之探討。東台灣特殊教育學報，9，93-108。
51. 張勝成(1990)。低視力學生閱讀書寫能力的探討。特殊教育學報，5，113-158。
52. 莊素貞(2004)。弱視生閱讀媒介評量之實驗－以放大文字與電腦擴視軟體為例。台北:五南。
53. 蘋果日報(2007/12/05)
54. 黃秀霜(2001)。中文年級認字量表。台北:心理。
55. 萬明美(2006)。視障故育。台北:五南。
56. 劉信雄、王亦榮、林慶仁(2001)。視覺障礙學生輔導手冊。台北:教育部。
57. 謝雯鈴、黃秀霜(1997)。閱讀障礙兒童與普通兒童在視覺辦識、視覺記憶與國語文成就之比較研究。特殊教育學報，12，321-337。

1. 蕭儒琳、張世彗(2015)。臺北市國小視覺障礙學生使用低視能輔具現況及使用意願之研究。特殊教育與復健學報，31，31-58。
2. 謝錫寶、賴弘毅、鄭靜瑩、詹益智、陳經中、許淑貞、許明木、張順展(2013)。臺灣視多重障礙學生屈光矯正之現況及成效分析。特殊教育與復健學報，29，1-22。
3. 鄭靜瑩、劉珍華、黃國晏(2013)。博碩課業之重度視障者使用輔助科技之經驗。特殊教育與輔助科技學報，6，45-65。
4. (2024)。臺灣低視力學生視覺藝術教育現況調查與展望－視障巡迴輔導教師的觀點。特殊教育發展期刊，77，19-42。