台灣電子耳兒童現況調查研究（續）－就學、學習、生活適應現況表現

王南梅; 郭于靚; 劉樹玉; 劉俊榮; 黃國祐

doi:10.6143/JSLHAT.2009.01.04

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P87 - 113

医药卫生 > 外科

DOI： 10.6143/JSLHAT

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台湾电子耳儿童现况调查研究（续）－就学、学习、生活适应现况表现

Cochlear Implanted Children in Taiwan Ⅱ: Educational Achievements and Quality of Life

王南梅(Nan-Mai Wang) ；郭于靓(Yu-Ching Kuo) ；刘树玉(Shu-Yu Liu) ；刘俊荣(Chun-Jung Liu) ；黄国佑(Kuo-You Huang)

台湾听力语言学会杂志； 22 期 (2009 / 01 / 01) ， P87 - 113

繁体中文 DOI： 10.6143/JSLHAT.2009.01.04

电子耳儿童；调查研究；就学；学习；阅读阶层；写作表现；算术表现；生活适应能力； Cochlear implanted children ； Taiwan ； Survey ； Education placement ； Educational achievements ； Quality of life

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摘要 │ 参考文献 (60) │ 被引用文献 (5) │ 国际计量

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This is the second part of ”Investigation of Cochlear Implant Children in Taiwan: Auditory Performance, Communication Skills, Educational Achievements, Quality of life”. The objectives of current study were to survey educational placement, educational achievements of reading, writing, mathematics, and other skills, and quality of life for cochlear implanted children in Taiwan. In a cross-sectional study, the parents of a representative sample of cochlear implanted children referred from seven major local cochlear implant centers, were invited to complete questionnaires of the children's auditory performance, spoken communication skills, educational achievements, and quality of life. Data of those performances were analyzed in descriptive statistics with SPSS. Questionnaires were returned by the parents of 229 implanted children with a return rate of 41.99%. Six groups of implanted children were classified according their age at implantation before and after age 3.5, and three lengths of implant use, from 4 years, 4-6 years, over 6 year. The result demonstrated that a mean age was 9.75 years with equal gender ratio, 86.5% of implanted children had only hearing impairment and 95.6% of them with normal hearing parents. 76.9% of children were attending schools and 81.2% of them used oral communication. Regarding to their educational placement, 93.6% of children were at mainstream education, 64.1% attending regular class, 18.9% attending resource class, 10.6% attending hearing-impaired class, only 5.1% attending the school for the deaf. Among them, 80.1% of children liked to attending to schools and 74.7% of them felt schooling quite pleasant experiences. Regarding to reading performance, 21.8% of them demonstrated at the level 1 & 2, 22.6% of them reached the level 7, 29.6% of them reached the level 8. Writing performance indicated 9% of children reached the level 2, 13.1% reached level 5, 49.8% reached the level 9. Other skills showed that 70.8% of children could differentiate today, tomorrow, and yesterday; 30.6% of children had no concept of money, 66.7% of them could exchange money; 40.6% of children had no concept of measurement, 58.4% of them could measure. Regarding to quality of life, over 70% of children ranked ”always” or ”often” being satisfied with their emotions, life at school, appearance, and physical strength. Regarding to family concerns, 67.1% of them rated ”future”, 53.1% of them rated ”hearing problem”, 43.8% rated ”at school”, 30.8% rated ”emotions”, 29.9% rated ”behavior at home”, and 23.1% rated ”health” as their major concerns. Regarding to help needed during eating outside, traveling, living, visiting friends, help was rarely needed. Only during shopping and inviting friends, telephone use, and public transportation, help was needed. This study presented large scale performance of educational placement, educational achievements, and life of quality for cochlea implanted children in Taiwan. Majority of cochlear implanted children were educated in mainstream suggested education cost effectiveness. However, their performance of reading, writing, math, and other skills had to be improved and intervened. This investigation will call attention of the Government, education, medical settings and being aware of education, learning, and teaching resources needed for cochlear implanted children at school. In concluding, there are more positive results regarding to educational placement, communication mode, emotion feeling and self satisfaction regarding to quality of life for majority of cochlear implanted children.

参考文献 ( 60 ) 〈TOP〉

刘秀丹（2004）。启聪学校学生文法手语、自然手语及书面与故事理解能力之研究。Unpublished manuscript，台湾彰化。
九十七年第三十四周内政统计通报。（检自：http://www.moi.gov.tw/news_detail.aspx?type_code=01&sn=1324）
Incidence and Prevalence of Hearing Loss and Hearing Aid Use in the United States (2008). from http://www.asha.org/NR/rdonlyres/1785DC45-7DA4-4FDD-921E-0C2A32F4C9C2
Allen, M. C.,Nikolopoulos, T. P.,O''Donoghue, G. M.(1998).Speech intelligibility in children after cochlear implantation.Am J Otol,19(6),742-746.
Archbold, S. M.,Nikolopoulos, T. P.,Lloyd-Richmond, H.(2008).Long-term use of cochlear implant systems in paediatric recipients and factors contributing to non-use.Cochlear Implants Int.,10(1),25-40.

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