阿明的電腦夢：重度障礙學生輔助溝通介入之行動研究

The Action Process and Effects of Augmentative and Alternative Communication Intervention on a Student with Severe Disabilities

10.6768/JSE.200806.0129

黃志雄(Chih-Hsiung Huang)；陳明聰(Ming-Chung Chen)

輔助溝通系統 ； 重度障礙學生 ； 學習中心服務模式 ； augmentative and alternative communication AAC ； student with severe disabilities ； the learning-center model

特殊教育學報

27期（2008 / 06 / 01）

129 - 156

繁體中文

本研究旨在經由行動研究的歷程，解決重度障礙學生在溝通學習上的問題，研究之個案爲一名就讀於特殊教育學校國小五年級，伴隨有腦性麻痺之重度障礙學生，由於缺乏口語表達的能力，再加上動作能力的限制，使得個案在課堂參與和溝通互動方面遭遇許多的困難，教師在執行個別化教學方面亦面臨挑戰。因此，本研究透過參與的行動研究歷程，採取以學生學習爲中心的輔助科技服務模式，整合學校和社區的資源，以解決個案在溝通方面的問題，並探討輔助溝通介入的歷程和成效。研究結果發現：(1)以學生學習爲中心的輔助科技服務模式，能有效地整合資源，克服之前學校內部團隊所遭遇困難與瓶頸，滿足重度障礙學生在課堂上的學習需求。(2)輔助溝通系統的介入，能促進重度障礙學生的溝通互動與課堂學習表現，介入的成效包括：增加主動參與課堂活動的行爲、提升使用輔具溝通的能力、增進與家人的溝通互動、增加自我控制的能力、促進個案養成積極的學習動機和態度。(3)參與行動對家長的影響有：增加對孩子學習潛能和需求的瞭解、增加家長參與的程度。(4)參與行動對教師的影響包括：促進教師的教學省思與成長、提供教師教學支持、以及增進教師整合資源的能力。

Because of the restricted verbal communication and motor control abilities, a 5th grade student with severe disabilities and cerebral palsy enrolled in a special education school met many difficulties in participating communication and learning activities. Teachers confronted difficulties in implementing individualized teaching too. This study aimed to improve the difficulties the student met through the participatory action research process. The authors adopt the learning-center model to conduct the AAC intervention, meanwhile we also integrate the resources of school and community to form the action research team. In addition to exam the effects of AAC intervention, this study also explore the process of the intervention. The results including: First, the learning-center model could integrate the resources of school and community efficiently to carry out the intervention. Second, the intervention could help the student to by pass his restrictions and participate in the learning activities. Besides, the benefits for the student include: (1) the performance of active participation was improved, (2) the ability of expression communication enhanced in using assistant technology, (3) the interaction with families was enhanced, (4) the ability of self-control was raised, and (5) the positive motive and attitude toward learning was displayed. Third, the effects on parents were: (1) the understanding of the children' needs of learning, (2) the enhancement of the degree of parent’s involvement. Forth, the effects on teachers were: (1) the enhancement of the communication and collaboration between parents and teachers, (2) the acquirement of the growth and support of teaching, and (3) getting more strategies to look for resources.

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