融合教室中的隱性障礙：教師對有聽力損失學生參與的看法與學生的參與經驗

// Hidden Barriers in Inclusive Classrooms: Teachers' Perceptions and Students' Experiences of Participation With Hearing Loss

對比德國25位普通班教師與聽損（聽力損失）學生訪談，檢視主流課堂參與情形｜教師報以清晰溝通與課堂調整等策略，卻低估聽覺疲勞、認知與社交負擔及輔具管理差異｜結論：包容須超越技術調整，提升教師對隱性聽力負擔認知並推動目標導向培訓，促進公平參與與歸屬。

// This study compared general education teachers' views with students' accounts to understand how students with hearing loss participate in mainstream classrooms and what helps or hinders that participation. Using a qualitative descriptive design, researchers conducted semistructured interviews with 25 teachers in Germany and thematically compared those data to previously collected student interviews. Teachers reported positive attitudes and strategies (clear communication, classroom adaptations) but often underestimated the cognitive, emotional, and social effort students need; students emphasized listening fatigue, inconsistent adaptations, and limited use of assistive devices, revealing mismatches around autonomy and device management. The authors conclude that inclusion requires more than technical adjustments—teachers need awareness of hidden listening burdens and targeted professional development to promote equitable access and belonging.

Published 2026年9月23日