题名

台灣盲聾觸覺手語研發初探

并列篇名

A Study on the Development of Tactile Sign Language in Taiwan

DOI

10.7034/DSE.201806_(65).0003

作者

曾怡惇(I-Tun, Tseng)

关键词

盲聾 ; 觸覺手語 ; deaf-blind ; Tactile Sign Language

期刊名称

特殊教育發展期刊

卷期/出版年月

65期(2018 / 06 / 01)

页次

23 - 37

内容语文

繁體中文

中文摘要

盲聾者因雙重感官的缺損,其感覺輸入,常以觸覺為主,台灣現行盲聾溝通模式以手指語或點字為用。然而,盲聾者大多伴隨智能受損,或兼併其他障礙,因此,人際溝通互動格外困難。歐美各國皆有其盲聾觸覺手語,台灣亟需一套有系統易懂易學的觸覺手語,以利盲聾兼併智能障礙,或伴隨其他障礙的盲聾者使用,以發展彼等的溝通能力。本研究參考歐美各國觸覺手語的設計原理,研發台灣觸覺手語,約150個常用詞彙,企盼台灣盲聾者能受益,並促進其溝通能力的發展。

英文摘要

Because of impairment of both hearing and vision organs, the sensory input of deaf-blind people is often substituted by tactile sense. Currently, communication modes used by deaf-blind people in Taiwan are mainly either tactile fingerspelling or braille. However, most deaf-blind people have additional disabilities, such as intellectual disabilities or other types of disabilities. Therefore, the interpersonal interaction is particularly difficult for them. Most countries in Europe and in the United States have their tactile sign language. We need to develop a set of tactile sign language that is easy for us to understand and to learn, so as to facilitate deaf-blind students' communication skills. The researcher followed the design principles of tactile sign language in Europe and in the USA and developed tactile sign language in Taiwan. Totally, there are about 150 commonly used vocabularies in the set. It is hoped that deaf-blind people in Taiwan may benefit greatly from using this tool and their communication development will be promoted.

主题分类 社會科學 > 教育學
参考文献
  1. 莊素貞(2002)。台灣視覺多重障礙教育教師教學溝通行為方式之探討。特殊教育與復健學報,10,183-197。
    連結:
  2. 曾怡惇(2011)。Van Dijk 盲聾教學策略。國小特殊教育,51,51-61。
    連結:
  3. 曾怡惇(2010)。盲聾生的溝通與輔具之探討。國小特殊教育,49,53-61。
    連結:
  4. Bruce, S. M.,Mann, A.,Jones, C.,Gavin, M.(2007).Gestures expressed by children who are congenitally deaf-blind: topography, rate, and function.Journal of Visual Impairment and Blindness,101(10),637-651.
  5. Bruce, S.,Godbold,Naponelli-Gold, S.(2004).An analysis of communicative functions of teachers and their students who are congenitally deafblind.Re: View,36(2),81-90.
  6. Bruce, S.,Randall, A.,Birge, B.(2008).Colby's growth to language and literacy: The achievements of a child who is congentrally deafblind.TEACHING Exceptional Children Plus,5(2),1-12.
  7. Cascella, P.,Bruce, S. M.,Trief, E.(2015).Sign language, speech, and communication repair abilities by children with congenital deafblindness.Journal of Visual Impairment and Blindness,109(2),141-146.
  8. Chen, D.,Downing, J. E.(2006).Tactile strategies for children who have visual impairments and multiple disabilities: Promoting communication and learning skills.New York, NY:AFB Press.
  9. Forsgren, G.(2016).Groningen, The Netherlands,University of Groningen.
  10. Hart, P.(2006).Using imitation with congenitally deafblind adults: Establishing meaningful communication partnerships.Infant and Child Development,15,263-274.
  11. Janssen, M. J.,Huisman, M.,van Dijk, J. P. M.,Ruijssenaars, W. A. J. J. M.(2012).Touching textures in different tasks by a woman with congenital deaf-blindness.Journal of Visual Impairment and Blindness,106(11),739-745.
  12. Janssen, M. J.,Riksen-Walrave, J. M.,van Dijk, J. P. M.,Huisman, M.,Ruijssenaars, W. A. J. J. M.(2012).Enhancing Sustained interaction between children with congenital deaf-blindness and their educators.Journal of Visual Impairment and Blindness,106(3),177-183.
  13. Janssen, M. J.,Riksen-Walraven, J. M.,van Dijk, J. P. M.(2002).Enhancing the quality of interaction between deafblind children and their educators.Journal of Developmental and Physical Disabilities,14(1),87-109.
  14. Janssen, M. J.,Riksen-Walraven, J. M.,van Dijk, J. P. M.,Ruijssenaars, W.A. J. J. M.,Vlaskamp, C.(2007).Team interaction coaching with educators of adolescents who are deaf-blind: Applying the diagnostic intervention model.Journal of Visual Impairment and Blindness,101(11),677-689.
  15. Janssen, M.,Nota, S.,Eling, P.,Ruijssenaars, W. J. J. M.(2007).The advantage of encoding tactile information for a woman with congenital deafblindness.Journal of Visual Impairment and Blindness,101(10),653-657.
  16. Janssen, M.,Rødbroe, I.(2007).,The Danish Resource Center on Congenital Deafblindness (VCDBF), Denmark and Vuataal.
  17. Lahtinen, R.,Palmer, R.(1996).Holistic Family Communication. Spoken Language by Touch is more than just Words.The 4th European Deafblind Conference,Expoo, Finland:
  18. Martens, M.,Janssen, M.,Ruijssenaars, W. A. J. J. M.,Huisman, M.,Rilsen-Walraven, J. M.(2014).Applying the intervention model for fostering affective involvement with persons who are congenital deafblind: An effect study.Journal of Visual Impairment and Blindness,108(5),399-404.
  19. Martens, M.,Janssen, M.,Ruijssenaars, W. A. J. J. M.,Rilsen-Walraven, J. M.(2014).Introducing an intervention model for fostering affective involvement with persons who are congenital deafblind.Journal of Visual Impairment and Blindness,108(1),29-41.
  20. Miles, B.,Reggio, M.,(Eds.)(1999).Remarkable conversations: A guide to developing meaningful communication with children and young adults who are deafblind.Watertown, MA:Perkins School for the Blind.
  21. Minogue, J.,Jones, M. G.(2006).Haptics in education: Expiring an untapped sensory modality.Review of Educational Research,76(3),317-348.
  22. Nafstad, A. V.,Rødbroe, I. B.(2013).Nafstad, A. V., & Rødbroe, I. B. (2013). Communicative relations-interventions that create соmmunication with persons with congenital deafblindness. Aalborg, Dk: Materialecentret..
  23. Rødbroe, I. B.,Janssen, M.(2006).Communication and congenital deafblindness: Congenital deafblindness and the core principles of intervention.St.Michielsgestel, NL:VCDBF.
  24. Souriau, J.(Ed.),Rødbroe, I.(Ed.),Janssen, M.(Ed.)(2008).Communicaton and congenital deafblindness: Meaning making.Viataal, Dk:The Danish Resource Center on Congenital Deafblindness (VCDBF).
  25. Souriau, J.(Ed.),Rødbroe, I.(Ed.),Janssen, M.(Ed.)(2009).Communicaton and congenital deafblindness: Vuataal, Dk: Transition to the cultural language.The Danish Resource Center on Congenital Deafblindness (VCDBF).
  26. Vervloed, M. P. J.,van Dijk, R. J. M.,Knoors, H.,van Dijk, J. P. M.(2006).Interaction between the teacher and the congenitally deafblind child.American Annals of the Deaf,151(3),336-343.
  27. Watkins, S.(1985).Developing sign communication with the multi-handicapped sensory impaired child-Handbook to accompany the INSITE communication program on the development of primitive, co-active and interactive signing.Logan, Utah:SKI -HI Institute.
  28. 林玉霞(2004)。盲聾雙障者的功能性溝通技巧評估。2004 視覺障礙教育國際學術研討會,台南市:
  29. 教育部(2000).常用詞彙手語畫冊第一輯.臺北市:教育部特殊教育工作小組.
  30. 教育部(2016/3/21)。特教學生統計。取自http://gender.set.edu.tw/statistics.asp,2ji
  31. 陳傳惠(製作人)、郭延慕(導演)(2012)。手指三重奏[DVD],臺北市:公共電視。
  32. 曾靖雯(2015)。台南市,國立台南大學。