A Collaborative Action Research on Promoting Communications and Interactive Skills for the Family Members of Students with Hearing Impairment by Sign Language Teaching.

• Main Authors: Mei-Lan Liu, 劉美蘭
• Other Authors: Chiao-Ling Yang
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/08594249494965781229

碩士 === 高雄師範大學 === 教育學系 === 97 === The participants in the research were eighteen members (including eight hearing parents, seven children with hearing impairment and three hearing siblings) of seven hearing impaired students’ family from the researcher’s class. With complementary expertise, the action research was conducted through the instructions under hearing and deaf teachers, who developed and implemented sign language teaching collaboratively and further conducted teaching evaluation and discussion in the 17-week program, with 80 minutes each time and once a week. The purpose of the present study was to analyze the process and effects of sign language teaching through the utilization of teaching strategies. The differences of the communications between parents and children were investigated through the implementation of sign language teaching in the hearing impaired family. Natural sign language was chosen as the teaching strategy in purpose of motivating the dialogue between parents and their hearing impaired children and improving their interaction, as well as leading the family members to the “deaf world” and further, to understand deaf culture. For the research team, it was a tough challenge to adopt natural sign language as the teaching medium. Aside from that, the diverse composition of the participants made the design and plan of the curriculum even more difficult. Through consistent discussions, trials, implementations, and retrials, the research team reached a balanced model between “the instructors” and “the learners”. The participants’ understanding of the syntax of natural sign language grew as the research proceeded. They could understand natural sign language visually and apply it in daily life communication. The following conclusions are drawn from the study: 1. Participants in the study are easily disturbed by the switch of language mode due to the differences of the structures between natural sign language and Chinese spoken language. The study shows hand out, notes and instruction CD Rom are the most effective teaching methods. In order to reach the full effectiveness, hearing parents (HP) believe that the design of natural sign language curriculum should be applied in daily life to meet the need for immediate results. As for the hearing impaired children and their siblings, they consider that the involvement of games is helpful. Additionally, the curriculum of natural sign language teaching which motivate and interest parents the most is about how to integrate sign language into students’ school subject learning. 2. The communication models between HP and deaf children (DC) are spoken language, written language and speech reading. However, due to deaf children’s natural limits in spoken language learning, the problem of interactive communication between them exists. Although the hearing siblings play the role as an interpreter in the family, it is not effective in account of hearing impaired children also has communicative problems with their siblings. Nevertheless, the situation is evidently improved after the family members communicate with sign language along with spoken language. Furthermore, the study also demonstrates that spoken language is parents’ first priority to communicate with their hearing impaired children, and sign language is considered as a supplement in assisting with spoken language. As for the hearing siblings, their roles as “interpreters” have become even crucial after their participation in co-learning of sign language.