自我觀念代表個人對自己的態度、看法與評價的總合，是個人行為的參照架構(frame of reference)，也是個人人格結構的核心。自我觀念與生活適應的關係甚受重視。聽覺障礙學生由於生理的缺陷導致生活適應困難，而由分析聽覺障礙學生的自我觀念，不僅瞭解其行為表現，更足以預測其生活適應的良窳，探討適應問題的癥結，將有助於對其瞭解及輔導。基於以上動機，著者你就各種教育安置下國中聽覺障礙學生的自我觀念與適應，作一深入的分析與探討；研究目的有四：
一、比較各種教育安置下國中聽覺障礙學生的自我觀念。
二、比較各種教育安置下聽覺障礙學生的適應。
三、比較各種教育安置下聽覺障礙學生對聽覺障礙的接納態度。
四、綜合研究結果，提出具體建議，以供教育當局、學校老師、聽覺障礙學生家長對聽覺障礙學生的教育安置及輔導之參考。

This study was designed to analyze, and to compare the self concept and adjustment of the hearing impaired students among the three kinds of educational placement in junior high school level.
The subjects included four groups: (1) hearing impaired students in the special school. (2) hearing impaired students in the special class of the regular school, (3) hearing impaired students in the resource room of the regular school, and (4) hearing students selected from the classmate of those in the resource room group of the regular school as the control group. Each group consisted of twenty-eight students. They were sampled almost similar in age, sex, grade, socio-economic status, and also in the severity of hearing loss among the hearing impaired groups.
Self concept was measured by the Self-Attitude Inventory, adjustment was measured by the Juvenile Test of Personality, and acceptance of hearing impairment was measured by the Self-Acceptance Inventory for hearing impaired students. All the hearing impaired groups were tested by the three tests, the hearing group was only tested by the former two tests.
The data obtained were statistically treated by one-way analysis of variance, polyserial correlation product-moment correlation, and t-test for multiple comparisons.
The main findings of this study were as follows:
1. There was no significant difference of the self concept among the four groups, and also no significant correlation between the self concept of the hearing impaired groups and the educational placement.
2. There was no significant difference of the adjustment among the hearing impaired groups but fairely significant difference between the special school and hearing group. There was no significant correlation between the hearing impaired groups and the educational placement.
In the personal adjustment, there was no significant difference among the hearing impaired groups, however, significant difference between all of the hearing impaired groups and hearing group. There was no significant correlation between the personal adjustment of the hearing impaired groups and the educational placement. In the social adjustment, there was no significant difference among the hearing impaired groups, however, significant difference between the special school group and hearing group, and then there was significant correlation between the social adjustment of the hearing impaired groups and the educational placement.
3. There was positive correlation between the self concept and adjustment.
4. There was significant difference of the acceptance of hearing impairment among the hearing impaired groups, and also highly significant correlation between the acceptance of hearing impairment of the hearing impaired groups and the educational placement.
5. There was positive correlation between the acceptance of hearing impairment and adjustment.
In conclusion, the author advices that the hearing impaired students should be integrated in special class or resource room of regular school as early as possible, so that the opportunity to contact with the hearing students will be increased, and the self concept and adjustment of the hearing impaired students will consequently improved.