就讀普通學校聽障學生的自我認同

Self-Identity of Students with Hearing Impairment Educated in Regular Schools

10.6217/SEQ.201103_(118).0007

張淑品(Shu-Pin Chang)

聾 ； 聽障 ； 自我認同 ； deaf ； hard of hearing ； self-identity

特殊教育季刊

118期（2011 / 03 / 01）

62 - 69

繁體中文

根據Erikson心理社會發展理論，解決自我認同的危機感(ego identity crisis)是13-18歲青年的主要發展任務。對就讀普通學校聽障學生而言，他們自我認同的發展在聽人文化及聾人文化的衝擊下，又比一般學生更複雜。本文經由彙整相關文獻以了解就讀普通學校聽障學生自我認同取向、自我認同發展的歷程及影響因素；並提出增加聽障生及其父母對聾文化及手語的認識及接觸機會，以及聾社區提倡者能提升聾文化包容性等建議。

According to Erikson's psychological social development theory, it is the 13-18 years-old youth's main developmental task to solve the ego identity crisis. For the deaf or hard of hearing students educated in regular schools, their development of self-identity under the impacts of hearing culture and deaf culture is more complicated than hearing peers. In this paper the author reviewed researches on deaf identity and discussed under three topics: the aspects of deaf identity, the stages of deaf identity development, and factors affecting deaf identity. It is suggested that more chances should be provided to deaf or hard of hearing students and their parents to understand the deaf culture and sign language; moreover, the deaf community promoters could improve the pluralism of deaf culture.

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