本研究旨在探討大專聽覺障礙學生接受支持性服務之需求與現況，以及不同背景之大專聽覺障礙學生接受支持性服務需求與現況之差異情形。研究者以自編之「大專聽覺障礙學生接受支持性服務需求與現況」問卷為研究工具，以全台灣大專聽覺障礙學生為調查對象。需求部分回收有效問卷為444份，現況部分回收有效問卷為431份。
問卷所得資料以平均數、標準差、次數分配百分比、單因子變異數分析、薛費法事後比較以及獨立樣本t考驗等統計方法進行分析。本研究之重要發現如下：
一、 大專聽覺障礙學生對「未來生涯規劃」向度的服務需求最高，而對「無障礙環境」向度的服務需求最低。各項服務需求方面，大專聽覺障礙學生對與未來生涯規劃、讀書策略有關的服務呈現高需求。
二、 大專聽覺障礙學生接受支持性服務的現況，各項服務以提供「有但不足」的情形居多；以向度而言，以「心理輔導」向度及「無障礙環境」向度的服務提供較充足，「課業協助」向度的服務提供最不足。
三、 大專聽覺障礙學生接受支持性服務需求與現況的比較，發現服務的需求和提供現況並不一致。
四、 大專聽覺障礙學生因就讀學院、聽力損失程度及入學管道的不同，在整體及五向度支持性服務之需求上，出現顯著差異。
五、 大專聽覺障礙學生因前階段畢業學校類型，及慣用溝通模式的不同，在整體及心理輔導、課業協助、無障礙環境及策略提供四向度支持性服務，達顯著差異。

六、 就讀學院及溝通模式不同之大專聽覺障礙學生，接受整體及五向度支持性服務的現況，未達顯著差異。
七、 不同聽力損失程度之大專聽覺障礙學生，接受「心理輔導」及「未來生涯規劃」向度的服務現況，達顯著差異；前階段畢業學校類型不同之大專聽覺障礙學生，接受「心理輔導」及「無障礙環境」向度的服務現況達顯著差異；入學管道不同之大專聽覺障礙學生，接受「未來生涯規劃」向度服務的現況達顯著差異。

最後，針對研究結果對教育決策單位、教育服務單位、啟聰教育教師及未來研究等四方面提出建議。

關鍵字：大專聽覺障礙學生、支持性服務

This research is aimed to discuss the college hearing impaired students’ demand and status quo of accepting support services as well as the demand and status quo difference of accepting support services among college hearing impaired students from varied backgrounds. The tool of this research is self-designed questionnaire from researcher, “the college hearing impaired students’ demand and status quo of accepting support services”.The subjects of this research are college hearing impaired students in Taiwan. There are 444 valid questionnaires in the demand section and 431 valid ones in the status quo section.
The data gained from the questionnaires are analyzed by mean, standard deviation, percentile of frequency distribution, one-way ANOVA, Scheff’s method and t-test of independent sample. The followings are important discoveries of this research:
First, college hearing impaired students have the highest demand in “future career planning” and the least demand in “barrier free environment.” As to other demand aspects, college hearing impaired students have high demand in the services concerned about future career planning and study plans.
Second, as to the status quo of college hearing impaired students’ accepting support services, most subjects regarded it as “inadequate”; as to all aspects, they think “mental training” and “barrier free environment” are sound whereas “academic assistance” provides the least assistance.
Third, the present services don’t meet college hearing impaired students’ demand.
Forth, there is significant difference in college hearing impaired students’ demand of the whole and five aspects support services.Because they attend different college via assorted means and have dissimilar level of auditory disability.
Fifth, there is significant difference in providing four aspects support services in the whole and mental training, academic assistance, barrier free environment, and strategies because college hearing impaired students graduate from different senior high schools and are used to varied communication modes.
Sixth, there is no significant difference in the status quo of accepting the whole and five aspects support services among hearing impaired students in different departments and with varied communication modes.
Seventh, there is significant difference in the services status quo of accepting “mental training” and “future career planning” among college auditory disability students with varied hearing impaired; there is significant difference in the services status quo of “mental training” and “barrier free environment” among college hearing impaired students graduating from assorted senior high schools; there is also significant difference in the services status quo of accepting “future career planning” among college auditory disability students attending colleges via different means.
Lastly, the research outcome is aimed to make suggestion to the education administration authority, the education service units, auditory disability education teachers and future researchers.

Key word: college hearing impaired students, support services.

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