本研究旨在探討普通班與啟聰班教師上課時配合聽覺障礙學生讀話需求之教學行為。本研究所使用的工具為自編「妨礙聽覺障礙學生上課讀話情形調查表」，與「教師配合聽覺障礙學生讀話需求調查表」。樣本包括臺灣地區37所國中小啟聰班/資源教室小三到國三學生共585人，及其啟聰班興普通班教師457人。本研究所得重要結論如下： (一)聽覺障礙學生反應妨礙其上課讀話之因素有「視線被擋」及「光線與距離不利於讀話」兩項。其中，在普通班視線受阻擋、與距離教師太遠這兩種情形均較啟聰班為多；在普通班或啟聰班光線不適當的情形都差不多。 (二)教師配合聽覺障礙學生讀話需求之因素為「有利視覺」、「有利聽取」及「協助理解」等。其中除使用簡單語句及運用肢體語言方面，啟聰教師與普通教師間沒有明顯差異外，其他方面兩類教師間均有明顯差異。未具備啟聰教師資格之教師上課時經常會特別處理聽覺障礙學生之學習問題、說話速度較慢、使用簡單語句、配合肢體語言之此例均較合格啟聰教師高。其他方面均是合格教師經常會配合聽覺障礙學生讀話需求之比例高於未具啟聰教師資格者。

　　　　　The purpose of this study was to explore how teachers of the deaf teach in accordance with the speechreading needs of their hearing- impaired students. Subjects were 585 3rd lo 9th guiders from self-contained special classes/resource rooms, as well as 457 teachers for the deaf and/or teachers from regular classes. The results indicated that: 1.Hearing-dmpaired subjects revealed that the two factors that resulted in impedance in their speechreading in class were "blockage of view" and "lighting, illumination and distance". Except for lighting, all the other elements were reported more in regular classes than in special classes for the deaf. 2.The circumstances that teachers acted accordingly in classes to meet the needs of hearing- impaired students could be organized into three factors: good for viewing, listening, and under-stanging. Teachers of the deaf differed significantly in many ways with their regular colleagues, except for usage of simple sentences and body language. Teachers who were not qualified in teaching deaf students reported more on paying attention to students' learning problems, speaking slowly, using simple sentences, and using body language. However, more qualified teachers reported acting accordingly to other speechreading needs of their hearing-impaired students than the unqualified ones.