本研究的目的主要在探討手語的介入是否可以促進國小階段普通班學生的詞彙理解與認知能力表現；其次，在探討將聽障生放入已學會手語的普通班學生中的部份融合教學，是否能提升聽常學生對聽障者的接納態度。手語教學的實施為每禮拜30 分至40 分﹐由一位聾師親至普通學校對一年級學生利用早自習時間給予半小時的手語教學，為期二年。控制組為該校同年級另一班學生（各30 人）。研究進行至第四學期時，開始讓二位來自啟聰學校的聽障生，在導師陪同下，進入實驗班級內接受每週一節生活課的部分融合教學。手語翻譯員亦入班協助手翻口、口翻手之雙向翻譯。研究方法包含量與質的研究。研究工具包含畢保德詞彙理解測驗、瑞文彩色圖形推理測驗、攝影機、研究者自編之學生問卷、家長問卷，以瞭解普通生對聽障者的接納態度以及他們對手語教學的看法，以及研究者自編之教師訪談問卷。研究者於第一學期初、第二與第四學期末，對實驗組與控制組進行詞彙理解與認知之前、後測。研究者也定期觀察並錄影聾教師之手語教學與融合教學時，聽障生與普通生的學習情形﹐並將學生、教師、家長問卷回饋與教師訪問記錄之意見予以歸納分析。 研究結果顯示經過兩年的手語學習，實驗組學生之認知能力稍優於控制組，但共變數統計分析指出，實驗組與控制組學生之詞彙理解與認知能力表現皆未達顯著差異。而學生、家長、教師之問卷、訪談與觀察的質性研究結果則顯示，手語可以增進普通班學生對手語的學習興趣與對聽障者（含聽障同儕與聽障教師）的接納態度。普通班實驗組導師與聽障生之導師亦肯定提供手語翻譯服務配套措施之融合教學對普通生與聽障生之學習益處。

The main purpose of this study is to discuss if sign language input could promote elementary-school hearing students’ vocabulary recognition and cognition performance. Besides, this study also explore if partial inclusive teaching facilitates hearing students’ supporting/acceptance attitudes toward deaf people. Sign language instruction was held twice weekly for 30 to 40 minutes by a deaf teacher to hearing first graders (n=30) for 2years. Another first-grade classroom at the same school was assigned as the control group (n=30). Students of both groups were tested their performance on Peabody and Raven Tests at the beginning of first semester, the end of 2nd semester, and the end of 4th semester. At the 4th semester, two deaf students from a local deaf school were included at the experimental class for a 1-hour course and studied with hearing students together. A sign language interpreter assisted sign to speech, and speech to sign interpretation task. Research methodology includes both quantitative and qualitative parts. Research tools contain Peabody Vocabulary Recognition Test, Raven CPM Test, a digital video camera, researcher-made questionnaire for students, parents, and teachers. Research findings indicate that after learning sign language for 2 years, experimental group students＇ cognition abilities were superior to those of control group students. Yet results of covariance statistical analysis did not indicate significant difference on vocabulary and cognition abilities between these two groups However, through interview, survey, and observation, results of qualitative parts indicate that sign language learning could facilitate hearing students＇ learning interest and supporting attitudes toward deaf people, including deaf peers and the deaf sign-language instructor. Teachers of hearing students and deaf students also confirmed that with sign language interpreter＇s assistance, inclusive teaching could benefit both deaf and hearing students＇ learning.