A Research for Strategies to Control Eye Gaze, Visual Attention and Manners in Presenting visual Information for Deaf Children.

对于听障人士来说，沟通过程主要依赖于人与物之间的眼神交流和视觉注意。同时，听者习惯于视听交流，监听自己或周围的声音和声音，他们可以自由地看任何地方或材料。由于这种沟通方式，听障家长和教师往往在不知不觉中缺乏对听障儿童沟通需求的考虑。本研究的第一个目的是了解聋人家庭在互动观察中聋人沟通的态度和方式，以及听障儿童和聋人教师的沟通态度和方式。本研究的第二个目的是探讨从多元视觉材料中理解陈述的有效策略。研究结果如下：1.聋人父母总是用视觉监视他们的孩子，不仅是为了交流，也是为了安全，就像听力是用声音和声音来监控一样。2.使用JSL和MCJ的听力障碍儿童现在如何正确使用手势、手指拼写或语音来应对场合和人。3.手指拼写是一种有用的媒介，可以引起人们对假名拼写顺序的注意，并提醒他们。4.当笔记与OHP、录像机或投影仪一起使用时，这些材料的讲义对学习非常有效。尤其是那些提前给的。5.视觉材料上的眼动由图表和解释组成，不同的开/关声音不同。

In the case of the hearing impaired, communication process depends on mainly eye contact and visual attention among persons and objects. Meanwhile, the Hearing are accustomed to audio-visual communication, monitoring voices and sounds to them or around them, they may look at any place or material freely. Because of such style of communication, the hearing parents and teachers are frequently lack the consideration for needs of communication to hearing impaired children unconsciously.The first object of this study is to find out the attitude and manners of Deaf communication in observation on interaction in Deaf families, and that of hearing impaired children and deaf teachers. The second object of our study is to investigate the effective strategies to comprehend statements from plural visual materials.The results are as follows :1.Deaf parents are always monitor their children visually, not only for communication but for security, as the hearing do so with voices and sounds. 2.Young hearing impaired children using JSL and MCJ now how to use sign, finger-spelling or voice properly in response to occasion and person. 3.Fingerspelling is useful media for getting attention to the order of Kana spelling and remind them. 4.When note-taking is used together with OHP, VTR or projector, handouts of those materials are very effective to learn. Especially those are given in advance. 5.Eye movement on visual materials consist of charts and explanations is different by on/off voice.