指導教授：陳伊琳指導教授：何榮幸臺灣大學：新聞研究所許文貞Hsu, Wen GinWen GinHsu2014-11-292018-06-282014-11-292018-06-282014http://ntur.lib.ntu.edu.tw//handle/246246/263343本報導論文採訪多位臺灣聽障者的生命故事，並耙梳台灣聽障教育歷史，探討主流的聽人文化在不了解弱勢聽障文化的情形下，卻掌握制定規則和政策的權力，形成對聽障者障礙重重的社會環境。 臺灣聽障教育自日治時期起，偏重手語教學，然而隨著國際間口語教學風潮興盛，加上近年來特殊教育回歸主流和融合趨勢，逐漸偏重口語溝通；聽障者必須學習口語、進入普通學校就讀才能獲得教育資源。但由於人工電子耳和助聽器等聽覺輔具未能完全彌補聽覺損失，口語不一定是最適合聽障學生的選擇。同時，以手語教學為主的啟聰學校，也面臨學生人數減少和師資不足的問題。 本報導論文也採訪自1996年起在臺灣發展聽覺口語法的雅文基金會，和2011年到2013進行雙語教學國科會實驗計劃的臺南大學特殊教育學系，了解雙方選擇口語或雙語教學的原因。聽障子女的家長多為聽人，對聽障文化和手語了解不深，多半會為聽障子女選擇進行人工電子耳植入手術並學習口語，以融入聽人社會。由於這些年輕聽障者在求學時期鮮少接觸其他聽障同儕，多半到成年後才有機會接觸手語和聽障社群，探索對聽障身分的認同感，也不再固守傳統「聽障」或「聾人」的定義。 2010年第21屆國際聾教育會議則推翻1880年第二屆國際聾教育會議「鼓吹口語」的決議，認為此舉已剝奪聽障者平等參與各種學習和決策的機會。未來應該要確保教育體制接納各種不同溝通形式的語言。回到臺灣，近年來聽障者的聲音逐漸彰顯，除了有持續訴求平權的第四屆身障遊行，震驚社會的南聰性侵案也在報導文學《沉默》的推波助瀾下，於後續座談會中營造出聽人和聽障者平等討論的空間。文化部亦推行無障礙劇，聽障、視障、肢障者同台演出，營造沒有障礙的表演環境。期望未來臺灣的聽人社會能更認識聽障者和手語，讓聽障者「我手像我口」不再是遙不可及的夢想。This in-depth reporting thesis portrays stories of hearing-impaired people in Taiwan, and goes through the history of Taiwanese special education for the hearing-impaired. This thesis then further discuss an important issue while most hearing people lack the understanding of the hearing-impaired, they hold the power of formulating related policies, thus creating an environment full of obstacles to the hearing-impaired. Ever since the period of Japanese rule in Taiwan, sign language has been used as the main medium of instruction and communication in hearing-impairment education system in Taiwan. However with the rising trend of oral education for the hearing-impaired, alongside mainstream education and increased inclusivism, learning how to speak in order to attend regular schools becomes the better way for the hearing-impaired to acquire educational resources. However due to current technological restraints, most hearing-impaired people still have limited speaking ability. At the same time, special educations institutions that teach mainly in Taiwanese sign language also faces many hurdles, such as the decreasing number of students and the shortage of teacher with proficiency with sign language. In order to understand the reasons behind choosing hearing-impaired or oral education, this thesis employs interviews conducted with “Children’s Hearing Foundation” (1996 onward)—an organization providing auditory-verbal therapy treatments for the hearing impaired, and with a researcher in the Department of Special Education in National University of Tainan who conducted a National Science Council research project on bilingual education for the hearing impaired (2011-2013). Considering that most hearing-impaired people have hearing parents who know little about the culture of the hearing-impaired and sign language, the parents mostly decide to let their children undergo cochlear implants and verbal training to accommodate into the hearing world. These young hearing-impaired children thus lack the opportunity to get to know other hearing-impaired peers, communities, and often do not learn sign language until adulthood. Later when they gradually develop their identity with other hearing-impaired people who also share similar experiences, they also develop their own interpretation of the terms such as “hearing-impaired” and “Deaf.” In 2010, the 21st International Congress of the Education of the Deaf (ICED) rejected the resolutions of the 2nd ICED in 1880, which advocated oral education. They now believe that such resolutions have actually excluded Deaf people from equal access to opportunities. From then on, they call on all educational programs to accept and respect all languages and all forms of communication. In Taiwan, the situation of the hearing-impaired has become noticed. While the disability protest that fights for the rights of the disabled came to its’ forth year, the reportage “Silence,” which covers the shocking sexual assault scandal happened in the Affiliated School for Students with Hearing Impairments of National University of Tainan, sets off a series of panels where the hearing-impaired and the hearing could all discuss equally via both verbal language and sign language. The Ministry of Culture in Taiwan also held a barrier-free theatre play which had performers with hearing, vision impaired or physical disabilities together on the same stage. Through this in-depth reporting and the stories in this thesis, it is hoped that one day hearing people in Taiwan can get to know more about the hearing-impaired and sign language, so that “signing as a way of speaking” for the hearing-impaired can one day come true.目錄 第一部分　報導內容 1 第一章　汪洋中的一條船──無法融入主流社會的聽障者 2 聽障者：在玻璃罩底下聽聲音的人 2 口齒不清　進入聽障資源班 3 訓練口語　只為融入聽人社會 5 學美國手語的臺灣聽障者 7 手語從頭學　進入聽障社群 8 對聽障者障礙重重的聽人世界 9 第二章　沒有選擇──被教育制度犧牲的人 12 身障遊行　為教育平權 12 從手語走向口語的聽障教育 13 回歸到誰的主流？融合進誰的教育？ 16 啟聰學校的多重困境 19 機會平等　讓聽障不再是障礙 22 第三章　口手之爭和雙語潮流 26 讓聽障兒童開口說話 26 現實環境的層層關卡 27 怕麻煩　選擇口語溝通 29 手口並用的雙語教室 31 對手語有興趣　推動聽聾融合雙語教學 32 科技進步下的語言抉擇 34 第四章　是「聾人」還是「聽障者」──談聽障身分認同 37 是楚河漢界？還是水乳交融？ 37 看見美國聾人的聲音 39 台灣年輕聽障者與老聾人的認同分歧 41 雙重弱勢的聽障同志 43 撇開名詞定義　打破弱勢汙名 45 第五章　看那蝴蝶輕輕拍翅──聽障者的現況 47 身障遊行　如何擺脫悲情訴求？ 47 不再《沉默》的聽障者 48 無障礙環境　帶你遊山玩水 51 深深影響聽障世界的聽人思維 52 第六章　後記 55 第二部分　報導規劃 59 壹、 報導緣起 60 一、 報導動機 60 二、 問題意識與報導目的 62 貳、 文獻回顧 66 一、 臺灣聽障者概況 66 （一） 政府統計資料 66 （二） 「聾」與「聽障」的意義 66 （三） 臺灣自然手語與文字手語 74 （四） 小結 75 二、 聽障教育的發展 75 （一） 臺灣聽障教育的起源 75 （二） 「回歸主流」與「融合教育」 78 （三） 臺灣現行的特殊教育作法 85 （四） 小結 89 三、 聽障者的身分認同 91 （一） 認同的定義與重要性 91 （二） 聽障者的認同階段與類型 93 （三） 語言對聽障認同的重要性 94 （四） 小結 95 參、 採訪計畫 97 一、 報導形式 97 二、 報導架構 98 三、 受訪者 99 四、 採訪方式 100 參考書目 102 中文 102 英文 106 附錄 109 採訪大綱 109 （一） 聽障者 109 （二） 雙語雙文化教學國科會計畫學者 112 （三） 參與雙語雙文化教學國科會計畫之教師 113 （四） 參與雙語雙文化教學國科會計畫學生之家長 114 （五） 雅文基金會聽覺口語治療師 114 採訪授權同意書 1172394309 bytesapplication/pdf論文公開時間：2015/08/22論文使用權限：同意有償授權(權利金給回饋學校)聽覺障礙聽障教育回歸主流融合教育認同手語聾人thesishttp://ntur.lib.ntu.edu.tw/bitstream/246246/263343/1/ntu-103-R99342024-1.pdf