研究目的：聽覺障礙學童是職能治療在特殊教育領域服務對象之一，學童的職能表現—學業，佔多數時間的書寫與視覺功能表現息息相關，研究者想要瞭解聽覺障礙學童的視覺動作功能表現，是否會受到聽覺障礙影響，而與一般聽力同儕不同。
研究方法：研究者採方便取樣的方式，收案對象為台灣南部某一特殊教育學校的聽覺障礙學童，共計83名。研究工具則利用拜瑞布坦尼卡視覺動作協調發展測驗（VMI）施測，獲得標準分數後，再與常模對照，利用統計分析回答研究問題：聽覺障礙學童與一般聽力同儕有無視覺動作功能表現的不同。
結果：83名研究對象中，多數來自台灣南部縣市，年齡分佈從6歲3個月到15歲8個月，平均10歲6個月，標準差是2歲2 個月。分析發現聽覺障礙學童與一般聽力同儕間的視覺動作表現，在統計上有顯著的差異（t=-2.15, p<.05）。
結論：就讀於南部某特殊學校的國小階段聽覺障礙學童的視覺動作功能表現較一般聽力同儕低落，顯示未來研究有必要進一步探討聽覺障礙學童發生視覺動作功能表現障礙原因，以提供相關專業人員，包括教育單位有效的資訊，可以加強視覺動作功能表現，讓聽覺障礙學童能做更有效的學習。建議未來研究可以增加不同的聽覺障礙族群，如：輕度聽覺障礙、就讀於一般國小的聽障學童、增加台灣中北部、東部的聽覺障礙學童，此外，研究者建議可以加強早期療育、醫療系統以及教育單位等方面的資訊流通，讓聽覺障礙學童可以獲得全面性、整合性的介入服務。

Purpose: The purpose of this study was to identify the differences between the visual motor integration of children with hearing impairment and the children with normal hearing.
Methods: 83 children with hearing impairment from a special education school in southern of Taiwan participated in this study. After obtaining permission from school authority, demographic and psychosocial data, heath related data, and the standard scores of the Berry-Buktenica development test of visual-motor integration from children’s data files were collected. The data were compared with norms provided in manual according to the study purpose.
Results: There was a statistically significant difference between visual motor integration of children with hearing impairment and that of normal hearing. The scores of visual motor integration in children with hearing impairment were lower then those of children with normal hearing.
Limitations and future research: More participants with different degree of hearing impaired levels should be added in future study. Educational and medical authorities should work together and emphasized the importance of early intervention in order to prevent the detrimental influence of hearing impairment on children’s development.

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