雙北地區國小階段教育聽力師與聽障巡迴輔導教師跨專業合作經驗探究

Abstract

本研究旨在了解雙北地區國小階段教育聽力師與聽障巡迴輔導教師（以下簡稱聽巡教師）跨專業合作的現況與專業人員間對於跨專業合作的經驗與看法，以總結出有效的合作模式和策略。研究結論如下：一、 臺北市與新北市國小階段教育聽力師與聽巡教師跨專業合作之現況(一) 、教育聽力師與聽巡教師的服務模式臺北市採「學校本位聽力服務模式」，由專任教育聽力師統籌全市業務，雖利於整合服務但人力負擔大；新北市則採「契約式服務模式」，透過標案分工，提升服務覆蓋率與效率，惟人員流動高、連續性不足。聽巡教師方面，臺北市依就學階段分工並設有重點學校，服務較聚焦；新北市則依行政區劃分，服務範圍涵蓋所有學制，較為分散。兩縣市制度各有優缺，應依地方情況選擇適切模式。(二) 、教育聽力師與聽巡教師的角色與職責教育聽力師聚焦於聽力檢查與輔具管理，提供以聽能為主的專業支援；聽巡教師則深入學生的教學與校園生活，提供聽能訓練、課堂建議與情緒支持，並在學生與教師、家長間扮演溝通橋樑。兩者在專業分工上相輔相成，共同促進聽障學生的學習與適應。二、 臺北市與新北市國小階段教育聽力師與聽巡教師跨專業合作之經驗與感受(一) 、教育聽力師與聽巡教師跨專業合作之契機教育聽力師與聽巡教師的合作多因應學生實際需求而展開，特別是在學生聽力變化、輔具使用異常或意願低落的情境下。合作亦可能因聽巡教師尋求專業建議或協助課堂觀察而產生，法規與制度的推動亦提升合作的頻率與可能性。(二) 、教育聽力師與聽巡教師跨專業合作之情境與對象雙方在校園中參與多面向的合作，如課堂觀察、教學建議、聽能管理與家長溝通等，並與導師、科任老師與個案管理老師密切互動，透過實體或線上方式聯繫。聽巡教師常擔任橋樑角色，轉達建議與協調需求，合作已成為校園支持體系的重要組成。(三) 、教育聽力師與聽巡教師跨專業合作之收穫與困境合作展現出高度互補性與實務深度，促進專業學習、資源整合與學生福祉。但人力不足、角色定位過於明確與合作緊密度等問題仍待克服。雙方皆認為提升互動頻率與整合度將有助於實踐以學生為中心的支持模式。三、 臺北市與新北市國小階段教育聽力師與聽巡教師對跨專業合作的看法與期待(一) 、教育聽力師與聽巡教師對跨專業合作的願景與改進方向研究參與者對跨專業合作持正向態度，期望未來能加強雙方溝通、提升合作品質與效率，並建議提供完善配套以強化教育聽力師投入特殊教育的動力與信心。制度面方面，則呼籲建立追蹤機制與資訊共享平台，以提升服務整合與延續性，並促進與其他專業人員的協調合作，呈現對未來合作的具體期許。(二) 、以「跨專業模式」為目標前進：本研究指出目前合作仍偏向「專業間模式」，但部分情境中逐步邁向「跨專業模式」的趨勢。雖尚未完全整合，雙方在信任建立、參與決策與合作經驗中逐漸深化互動。三種合作模式應視為一連續光譜，隨制度與實務推進而發展，並期待透過更緊密的合作機制，實現對聽障學生更全面且持續的支持。建議從三個面向優先著手：一、於學期初即共同擬定學生目標，以整合服務與分工；二、促進知識分享與角色彈性，建立互信基礎；三、建構制度化的成果整合流程與行政管道，以強化服務銜接與資源共享。整體而言，合作模式應視為連續演進的光譜，實踐深度整合需仰賴制度支持與持續對話，方能為聽障學生提供穩定、全面且一致性的教育支持。This study investigates the current status, collaborative experiences, and future visions of transdisciplinary collaboration between educational audiologists and itinerant teachers for elementary school students with hearing loss in Taipei and New Taipei City. Through interviews with professionals, the research identifies key features of their collaboration and proposes directions for more integrated support systems.1. Current Status of Collaboration between Educational Audiologists and Itinerant Teachers in Taipei and New Taipei City(1) Service ModelsTaipei City adopts a LEA-based audiology service model, with a full-time educational audiologist coordinating services citywide. While this model ensures service integration, it also leads to heavy individual workload. In contrast, New Taipei City implements a contracted service model, outsourcing audiology services through vendors to improve coverage and efficiency, though personnel turnover affects continuity. Regarding itinerant teachers, Taipei divides responsibilities by educational stage and assigns specialists to key schools, while New Taipei assigns by district, covering all levels. Each model has its strengths and limitations and should be adapted based on local needs.(2) Roles and ResponsibilitiesEducational audiologists focus on hearing assessments, device management, and acoustic environment recommendations. Itinerant teachers support instruction, hearing training, emotional well-being, and act as key communicators among teachers, students, and families. The two roles complement each other in supporting student learning and adjustment.2. Experiences and Perceptions of Transdisciplinary Collaboration(1) Collaboration TriggersCollaboration is often initiated by changes in students’ hearing status, device-related issues, or classroom performance. Itinerant teachers may seek professional advice from audiologists, and policy requirements have increased opportunities for joint work.(2) Collaborative Contexts and Stakeholders:Audiologists and itinerant teachers engage in classroom observations, consultations, and parent communication. Itinerant teachers frequently act as bridges, relaying evaluations and coordinating strategies. Communication occurs through in-person meetings, messaging platforms, and co-organized workshops. Both professionals also collaborate with homeroom teachers, subject teachers, and case managers to adapt teaching and clarify misunderstandings.(3) Gains and Challenges:Collaboration fosters mutual growth, better service integration, and greater family awareness. However, limited manpower, distinct role boundaries, lack of joint IEP participation, and service continuity issues remain obstacles. Both parties see increased collaboration as key to achieving student-centered support.3. Professionals’ Vision and Expectations for Future Collaboration(1) Collaborative Outlook and System ImprovementInterviewees expect more active and open communication, and suggest improved post-training support to encourage audiologist participation in special education. They also call for tracking mechanisms and cross-professional information-sharing platforms to enhance service integration and team coordination.(2) Moving Toward a Transdisciplinary Model:While most practices remain interdisciplinary, some show early signs of transdisciplinary integration. With deepened trust, joint decision-making, and student-family engagement, both professionals hope to build a transparent and cohesive support system that delivers continuous and comprehensive services. To enhance collaborative support for students with hearing loss, this study recommends prioritizing three strategies: (1) jointly setting student goals at the beginning of the semester to align service planning and role division; (2) promoting knowledge exchange and flexible role boundaries to foster mutual trust; and (3) establishing systematic procedures for outcome integration and administrative coordination to improve service continuity and resource sharing. Overall, effective integration requires institutional support and ongoing dialogue to achieve stable, comprehensive, and consistent educational support for students with hearing loss.