研究背景與目的：本篇研究針對學齡前聽障兒童的靜態平衡能力進行量化的評估，並與其年齡相當之發展正常兒童進行比較，以瞭解聽障兒童靜態平衡能力的發展與正常兒童發展的差異，同時進一步探討不同感覺輸入對於平衡能力的影響，以瞭解影響平衡能力發展的因素。方法：六名四至六歲聽障組學童及八名同年齡層正常發展兒童接受靜態平衡能力評估，評估項目分為張眼及閉眼情況之下，雙腳與單腳站立的靜態平衡能力，重心移動面積及維持平衡時間。研究結果：顯示聽障組學童維持靜態平衡時，重心移動的面積有較正常發展兒童為大，且維持平衡的時問都較正常發展兒童為短。學齡前聽障兒童在單腳站立的情形下及眼睛閉起的情形下，平衡能力受到顯著的影響，結論：針對學齡前聽障兒童的靜態平衡能力評估，至少應包括：眼睛張閉單腳站立、眼睛閉起單腳站立等測試項目。

The purpose of this study was to compare the development of static balance reactions between preschool children with hearing impairment and normal age-matched children. Six children with hearing impairment aged from 4 to 6 and eight normal age-matched children participated in this study. Static balance reactions were measured by the area that center of gravity moved and the time that kept balance while the subject stood with eyes open and close in different stance conditions through force plate reading. The results indicated the static balance reactions of preschool hearing-impaired children were significantly influenced by one leg stance and eye closure. The area that center of gravity moved was larger and the time that the subjects kept balance was shorter in hearing-impaired group than that in control group. For preschool hearing-impaired children, the evaluation of static balance reactions should consist of, at least, the following tasks: single stance with eyes open and single stance with eyes closed.