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

Survey on the Current Situation and Prospects of Visual Arts Education for Low Vision Students in Taiwan: Perspectives of Itinerant Teachers for the Visually-Impaired

10.7034/DSE.202406_(77).0002

康柏楷(Po-Kai Kang)；伊彬(Bin I)

低視力 ； 視障巡迴輔導教師 ； 視覺藝術教育 ； 融合教育 ； low vision ； itinerant teachers for the visually-impaired ； visual arts education ； inclusive education

特殊教育發展期刊

77期（2024 / 06 / 01）

19 - 42

繁體中文;英文

本研究從臺灣各縣市視障巡迴輔導教師的觀察角度，透過滾雪球抽樣調查各縣市共16位視障巡迴輔導教師，了解其對於一到九年級低視力（low vision）學生的視覺藝術教育實施狀態之觀察與遭遇到的困難與需求，以作為日後相關教學策略、教材、教具設計與相關教育政策擬定之參考。研究結果發現：一、低視力學生視覺藝術教育學習及獲益與明眼者類似，但需要為其設計適合的教學策略以改善教學成效；內容包括：（1）繪畫學習造成正面的心理影響；（2）「繪畫」仍是目前最普遍、穩定且易操作的媒材，並已有教學策略提供；（3）操作較複雜或技術型課程如電腦繪圖、勞作、攝影有困難，教師需為其研發可行的教學策略；（4）視力限制引發的學習困難並非只影響視覺藝術領域學習，應通盤解決。二、教育資源與教師增能系統應提供足夠支援。三、專屬的視覺藝術教育資源待開發，適當的交流平臺應建立。

This study intends to investigate the observations from itinerant teachers for the visually-impaired in various counties and cities in Taiwan. A survey is conducted through snowball sampling to identify the implementation status, difficulties, and demands of art education for low vision students in first to ninth grade from the perspective of 16 itinerant teachers for the visually-impaired in Taiwan, which will serve as a reference for future actions on teaching strategies, design of teaching materials, and related educational policies. The results of the study reveal that: I. The learning and benefits of visual arts education for children with low vision are similar to those of sighted students, but flexible teaching strategies need to be designed for them to improve teaching, including: (1) Learning to paint has a positive psychological impact; (2) "Painting" is still the most common, stable and easy-to-operate medium, and teaching strategies have already been available; (3) For students who have difficulty in operating more complex or technical courses such as computer graphics, crafts, and photography, teachers need to provide feasible teaching strategies for them; (4) Learning difficulties caused by vision limitations do not only affect learning in the field of visual arts and should be addressed comprehensively. II. Educational resources and teacher empowerment systems should provide adequate support. III. Exclusive teaching resources for visual arts education need to be developed, and an appropriate communication platform should be established.