本研究乃透過質性研究取向中的敘說研究法進行資料蒐集與分析，藉以瞭解後天低視力者自我認同發展歷程與認同相關因素，最後提供後天低視力者自身、教育人員、社會人士建議與參考。
本研究主要透過半結構式的訪談方式，蒐集一位後天低視力者微風的自我認同生命經驗敘說。訪談內容經整理為逐字稿後，再以敘說分析方法中的「整體-內容」與「類別-內容」型式進行資料分析，先呈現他的自我認同生命故事，再整理其認同發展歷程與相關因素。
研究結果說明如下：
一、微風的自我認同發展歷程是一個不斷前進的動態變化過程，此歷程可分成四個階段，依序為：「認同打擊與瓦解」、「認同困惑與懷疑」、「認同探索與轉化」、「認同達成與定向」。
二、協助微風自我認同發展之相關因素包含有個人與社會兩大概念，前者包含三項共同主題，依序為「正向面對障礙的態度」、「彈性的問題因應能力」與「成敗經驗後的自我省思與肯定能力」；後者則包含兩項共同主題，依序為「重要他人肯定與支持」、「社會資源的支持與協助」。
最後根據上述研究結果作進一步的討論，並針對後天低視力者自身、教育人員以及社會提出相關建議。

This study used qualitative research orientation of the narrative research method for data collection and analysis, and further acknowledged the life experience of one with acquired low vision’s journey to self-identity, providing one’s self, education officials and the public for reference.
This study has collected the narrative story about the developmental process of self-identity of a person with acquired low vision─Wei-fung through semi-construct interviews. After sorting out into Verbatims, the study was assayed by the method of “holistic-content” and “categorical-content” under narrative study. It first revealed Wei-fung’s life story of self-identity, then generalized it into the developmental process and related factors. The results of the study are as follows:
1. Wei-fung’s identity developmental process was a non-stop transformation, and it could be devided into four stages: the first as identity impact and collapse, the second as identity confusion and disbelief, the third as identity exploration and conversion, and the last as identity achievement and Orientation.
2. The related factors that help Wei-fung’s development were personal factor and social factor. The personal factor included there major themes, which were “positive attitude toward disability,” “flexible reaction toward difficulties,” and “self-reflection toward failure and self-affirmation toward success.” Moreover, the social factor were “Compliment and support from significant others,” and ”favor and Assistance from the society .”
According to the two conclusive results mentioned above, this study intended to help not only people with acquired low vision, but also education officials and the public to give more assistance to those with acquired low vision on their journey of self-identity.

中文部分
王育瑜（譯）（1998）：T. J. Carroll著。迎接視茫茫世界─肓的意義、影響及面對（Blindness : What It Is, What It Does and How to Live with It）。台北：雅歌。
包凡一、王湲（譯）（1992）：C. H. Cooley著。人類本質與社會秩序（Human Nature and the Social Order）。台北：桂冠。
江南發（1991）：青少年自我統合與教育。高雄：復文。
何英奇（1981）：大學生性別角色與自我概念的關係。教育心理學報，14，221-230。
吳武典（2010）：身心障礙學生的內在世界與心理需求。2010年5月2日，取自http://ctld.ntu.edu.tw/digital/service/content/20081031/psychological_demand_text.pdf
吳芝儀、廖梅花（2002）。質性研究入門。台北：濤石。
吳健豪（1998）。新手諮商員學習與生命的交響：矛盾、舞台與溫柔。私立輔仁大學應用心理研究所碩士論文。未出版，台北市。
呂建志（2005）：三種閱讀媒介對低視力學生閱讀成效之比較研究。國立臺南大學特殊教育學系碩士論文。未出版，台南市。
李亦珍（2008）：後天失明者復原歷程之敘說研究。國立屏東教育大學教育心理與輔導學系碩士論文。未出版，屏東市。
車先蕙、李璨如、帥文慧、陳正文、劉南琦（譯）（1997）：D. Schultz & S. E. Schultz著。人格理論（Theories of personality）。台北：揚智。
阮文瑞（2004）：笨拙的抵抗與壓制的憤怒─實踐所照映出的自己。私立輔仁大學心理學系碩士論文。未出版，台北縣。
林俊育（譯）（1998）：K. D. Thompson著。超越雙重黑夜（Beyond the Double Night）。台北：雅歌。
花敬凱（2004）：影響視覺障礙大學生生涯自我效能發展與生涯決定相關因素之研究。載於國立台南大學舉辦之「2004年視覺障礙教育國際學術研討會」研討會論文集（頁1–12），台南市。
邱麗文（2002）：學習永遠不嫌遲─盲人碩士柯明期的生命故事。台北：圓神。
施欣玫（2007）。後天性視障者視覺損傷事件經驗知覺與適應之研究。國立彰化師範大學諮商與輔導學系碩士論文。未出版，彰化市。
柯明期（2003）：中途失明者適應與重建之研究。國立臺灣師範大學特殊教育學系碩士論文。未出版，台北市。
紀乃勳（2007）：結合電腦輔助軟體與中文部件分色策略於低視力學生識字學習之研究。國立臺北教育大學教育傳播與科技研究所碩士論文。未出版，台北市。
胡榮、王小章（譯）（1995）：G. H. Mead著。心靈、自我與社會（Mind, Self, and Society）。臺北：桂冠。
徐文志（1997）：艾瑞克森的發展危機論在視障輔導上的應用。2010年3月14日，取自：http://www.socialwork.com.hk/socialworkpratice.htm
徐江敏、李姚軍（譯）（1992）：E. Goffman著。日常生活中的自我表演（The Presentation of Self in Everyday Life）。臺北：桂冠。
張自（1993）：淺談弱視學生的定向行動教學。特殊教育季刊，47，5-9。
張春興（1998）：現代心理學。台北：東華。
張進上（1987）：自我理論在輔導上應用之研究─ 論米德與羅吉斯之自我觀。東海大學社會學研究所博士論文。未出版，台中市。
教育部（1987）：特殊教育法施行細則。台北：教育部。
教育部（2006）：身心障礙及資賦優異學生鑑定標準。台北：教育部。
莊懷義、劉焜輝、曾端真、張鐸嚴（1990）。青少年問題與輔導。台北：國立空中大學。
陳秀雅（1991）：成年後失明者的適應歷程及影響因素之研究。國立彰化師範大學特殊教育研究所碩士論文。未出版，彰化市。
陳惠萍（2002）：常體之外─「殘障」的身體社會學思考。私立東海大學社會學系碩士論文。未出版，台中市。
曾凡慈（2001）：看見／看不見─視障學生的生活實體建構。國立台灣大學社會學研究所碩士論文，未出版，台北市。
曾秀鈴（譯）（2000）：J. M. Hull著。盲人心靈的秘密花園（On Sight and Insight: A Journey into the World of Blindness）。台中市：晨星。
黃堅厚（2003）：人格心理學。台北：心理。
萬明美（1996）：視覺障礙教育。台北：五南出版社。
萬明美（2000）：中途失明成人致盲原因及適應歷程之研究。特殊教育研究學刊，19，59-78。
萬明美（2001）：視障教育。台北：五南。
劉燈（譯）（1999）：S. Kuusisto著。盲人的星球（Planet of the blind）。台北：大塊。
蔡欣哲（2006）：台灣主要報紙呈現視覺障礙者形象之研究～以中國時報、聯合報為例。私立佛光大學傳播學研究所碩士論文。未出版，宜蘭縣。
鄭靜瑩、蘇國禎、孫涵瑛、曾廣文、張集武（2009）：專業合作在低視力學生光學閱讀輔具配置及其閱讀表現之研究。特殊教育與復健學報，21，49-74。
賴淑蘭（2004）：成年視障者對輔助科技需求程度、輔具使用狀況暨相關服務取得狀況調查研究 。國立高雄師範大學特殊教育學系碩士論文。未出版，高雄市。
顏上玲（2000）：浴火鳳凰--口足畫家的自我超越及其生涯發展歷程。國立臺灣師範大學教育心理與輔導研究所碩士論文。未出版，台北市。
蘇建銘（2004）：一位後天失明者於失明前後的生命轉折及其在從事心理治療的自我展現。國立高雄師範大學特殊教育學系碩士論文。未出版，高雄市。

外文部分
Adams, G. R. (1992). Introduction and overview. In G. R. Adams, T. P. Gulotta, & R. Montemayor (Eds.), Adolescent Identity Formation (pp.1-8). New York: Russell Sage.
Allen, M. (1988). Adjustment of adults to a visual impairment: preliminary findings. (ERIC Document Reproduction Service No. ED 310572).
Baus, S. (1999). Commentary: Psychological aspects of visual impairment. British Journal of Visual Impairment, 17(1), 41-44.
Bronfenbrenner, U. (1989). Ecological system theory. In R. Vasta (Ed.), Annals of Child Development (pp.187-251). Greenwich, CT: JAI Press.
Carroll, P. S., & Rosenblum, L. P. (2000). Characters with visual impairment：Looking at books for global conversations on language and Literacy. (ERIC Document Reproduction Service No. ED 445337).
Conrod, B. E., & Overbury, O. (1998). The effectiveness of perceptual training and psychosocial counseling in adjustment to the loss of vision. Journal of Visual Impairment and Blindness, 92(7), 464-482.
Conyers, M. (1992). Vision for the future: Meeting the challenge of sight loss. London: Jessica Kingsley.
Corn, A. L., & Koenig, A. J. (1996). Foundations of low vision: Clinical and functional persrectives. New York, NY: American Foundation for the Blind.
Corn, A., & Sack, S. Z. (1994). The impact of non-driving on adults with visual impairments. Journal of Visual Impairment & Blindness, 88(1), 53-68.
Crossley, N. (1996). Intersubjectivity: The Fabric of Social Becoming. London: Sage.
Damon, W. (1983). Social and personality development. New York: Norton
Devito, J. A. (2003). The interpersonal communication book (10th ed.). New York: Reason Allyn & Bacon.
Erikson, E. H. (1968). Identity: youth and crisis. New York: Norton.
Fearon, J. D. (1999). What is Identity- As We Now Use the World. Retrieved March 4, 2010, from http://www.stanford.edu/~jfearon/papers/iden1v2.pdf
Freeman, R. D., Goetz, E., Richards, D. P., & Groenveld, M. (1991). Defiers of negative prediction: A 14-year follow up study of legally blind children. Journal of visual impairment and blindness, 85, 365-370.
George, A. L., ＆ Duquette, C. (2006). The Psychosocial Experiences of a Student with Low Vision. Journal of Visual Impairment and Blindness, 100(3), 152-163.
Geruschat, D., & Smith, A. (1997). Low vision and mobility. In B. Blasch, W. R. Wiener, & R. L. Welsh (Eds.), Foundations of orientation and mobility (pp.60-103). New York: American Foundation for the Blind.
Gleason, P. (1983). Identifying Identity: A Semantic History. Journal of American History, 6, 910-931.
Groff, D. G., & Kleiber, D. A. (2001). Exploring the identity formation of youth involved in an adapted sports program. Therapeutic Recreation Journal, 35, 318-332.
Jackson, R., & Lawson, G. (1995). Family environment and psychological distress in persons who are visually impaired. Journal of Visual Impairment and Blindness, 89(2), 1-7.
Jose, R. T. (1983). Understanding Low Vision. New York: American Foundation for the Blind. .
Karlsson, J. S. (1999). Self-reports of psychological distress in connection with various degrees of visual impairment. Journal of Visual Impairment & Blindness, 92, 483-490.
Kekelis, L., & Sacks, S. Z. (1992). The effects of visual impairment on children’s social interactions in regular education programs. In S. Z. Sacks, L. Kekelis, & R. J. Gaylord-Ross (Eds.), The Development of social skills by blind and visually impaired students: exploratory studies and strategies (pp.59-82). New York: American Foundation for the Blind.
Lieblich, A., Tuvaaal-Mashiach, R., & Zilber, T. (1998). Narrative Research: Reading, Analysis and Interpretation. Thousand Oaks: Sage.
MacCuspre, P. A. (1992). The social acceptance and integration of visually children in integrated settings. In S. Z. Sacks, L. Kekelis, & R. J. Gaylord-Ross (Eds.), The Development of social skills by blind and visually impaired students: exploratory studies and strategies (pp.83-102). New York: American Foundation for the Blind.
McAdams, D. P. (1993). The Stories we live by: personal Myths and the Making of the self. New York: Guilford.
Moore, J. E., Huebner, K. M., & Maxon, J. H. (1997). Service systems and resources. In W. H. Graves, J. E. Moore, & J. B. Patterson (Eds.), Foundation of rehabilitation counseling with people who are blind or visually impaired (pp.225-255). New York: American Foundation for the Blind.
Parry, G. (1990). Coping with crisis. London: Routledge.
Plokinghorne, D. E.(1995). Narrative and the self-concept. Journal of Narrative and Life History, 1135-1153.
Polkinghorne, D. E. (1995). Narrative configuration in qualitative analysis. In J. A. Hatch ＆ R. Wisniewski (Eds.), Life History and Narrative (pp.5-24). Washington, DC: Falmer Press.
Sacks, S. Z. (1996). Psychological and social implications of low vision. In A. L. Corn, & A. J. Koenig (Eds.), Foundations of low vision: clinical and functional perspectives (pp.26-42). New York : AFB Press.
Sacks, S. Z. (1996). Psychological and social implications of low vision. In A. L. Corn, & A. J. Koenig (Eds.), Foundations of low vision: clinical and functional perspectives (pp.26-42). New York : AFB Press.
Sacks, S. Z., Wolffe, K. E., & Tierney, D. (1998). Lifestyles of students with visual impairments : Preliminary studies of social networks. Exceptional Children, 64, 463-478.
Sarbin, T. R. (1986). Narrative psychology: The storied nature of human conduct. London: Praeger.
Scarr, S., Weinberg, R. A., & Levine, A. (1986). Understanding development. New York, NY: Macmillan.
Schinazi, V. R. (2006). Psychosocial Implications of Blindness and Low Vision. Retrieved February 14, 2009, from http://www.lowvision.com/psychosocial-implications-of-blindness-and-low-vision/
Schwartz, S. J. (2001). The evolution of Eriksonian and neo-Eriksonian identity theory and research: A review and integration. Identity, 1(1), 7-58.
Tuttle, D. W. (1984). Self-esteem and adjusting with blindness: The process of responding to life's demands. Springfield, Illinos: Charles C Thomas.
Vash, C. L., & Crewe, N. M. (2004). Psychology of disability (2nd ed.). New York: Springer.
Waterman, A. S. (1982). Identity Development From Adolescence to Adulthood: An Extension of Theory and a Review of Research. Development Psychology, 18(3), 341-358.
Wolffe, K., & Sacks, S. Z. (1997). The lifestyles of blind, low vision, and sighted youths : A quantitative comparison. Journal of Visual Impairment & Blindness, 91(3), 245-257.
Wright, B. A. (1983). Physical disability: A psychosocial approach (2nd ed.). New York: HarperCollins.