聽障者擁有多元的語言型態(口語、手語、筆談、讀唇…)，他們在不同的場域，如何決定自己主要的溝通方式呢？

而不少缺乏聽說能力的手語使用者，其家庭成員並不會手語，那麼他們的共同溝通方式為何？感情會受到影響嗎？受到溝通方式差異的影響，聽障者與手足的童年互動經驗為何，以及手足角色為何？是值得進一步探究的議題。

本研究採用深度訪談法，採訪共六戶家庭，十三位受訪者，其中包括六位聽障者、四位手足、三位家長。藉由個別訪問，交叉比對回覆並分析。獲得研究結果如下：(一)聽障者主要會因為個人的聽說能力，選擇其主要溝通方式。但在家中，少數要服從多數，多數人決定家中溝通方式。且因台灣聽障界的主流要求，大多聽障者會被優先要求學習口語。(二)六戶家庭中，有兩位手足曾在童年被疏忽過，而結果顯示，如果家長願意努力修復，還是可以彌補孩子的心靈。(三)聽障者手足在外角色，大多是翻譯者，在家則是照顧者與仲裁者。(四)溝通方式的一致性會影響手足情感，倘若聽障者缺乏聽說能力，大多只能打手語溝通的狀況下。比較之下，聽障者認為會打手語的手足，比起只會口語的手足，較能同理他們的想法。

除了以上結果外，研究者亦發現家長的教養態度也是影響手足情感的原因。家長的及早介入，可免於聽障者手足童年缺憾。且聽障者成年後大多能獨立自主，其手足較不需要承擔照顧壓力。

而在聽障者求學過程中，回歸主流教育(到一般學校就讀，並學習口語)，對聽說能力較弱的聽障者來說，是辛苦的回憶。缺乏適當的支持與共融的環境，主流學校並不一定適合每位聽障者。如果能有更妥善的安排，學習，對聽障者來說，會是更快樂的經驗。

People with hearing-impairment have multiple language types (spoken language, sign language, written conversation, lip-reading etc.). How do they decide their primary communication method in different fields? What is the method of communication for those with impaired listening and speaking skills but who use sign language, with their family members who cannot use sign language? Does this impact their relationship? With differences in communication styles, what are the childhood experiences of people with hearing-impairment while interacting with their siblings, and what are the roles of siblings? These topics are worthy of further exploration.
This study adopts the in-depth interview method in interviewing six families and thirteen interviewees, including six individuals with hearing-impairment, four siblings, and three parents. Individual interviews and cross-comparison responses and analysis revealed that: (1) People with hearing-impairment choose their main communication method based on their personal listening and speaking ability. However, at home, the minority must obey the majority, and the majority decides how to communicate at home. Due to the mainstream requirements of the hearing-impaired community in Taiwan, most individuals with hearing-impairment are given priority in learning spoken language. (2) In the six families, two siblings were neglected in childhood, and the results showed that if parents are willing to work hard to make amends, they can still make up for their children’s hearts. (3) The role of the siblings of individuals with hearing-impairment outside the home is mostly that of translators, while at home, they are caregivers and arbitrators. (4) The consistency of communication methods affect sibling affection. If individuals with hearing-impairment lack listening and speaking skills, most of them can only communicate in sign language. In contrast, hearing-impaired people believed that their sign language siblings were more able to empathize with them than their speaking siblings.
In addition, the researcher also found that parents’ parenting attitudes also impacted sibling affection. Pa rents’ early intervention could save the siblings of individuals with hearing impairment from childhood regrets. Most people with hearing-impairment can be independent when they become adults, and their siblings do not need to bear the burden of taking care of them.
Regarding inclusive education, returning to mainstream education (studying in regular schools and learning oral English) was a difficult memory for people with hearing-impairment who also had weak listening and speaking skills. Without proper support and an inclusive environment, mainstream schools may not be suitable for everyone with hearing-impairment.