통합교육환경 청각장애 청소년의 교육환경에 대한 이해와 정체성 인식 연구

서지정보

ㆍ발행기관 : 한국청각·언어장애교육학회 ㆍ수록지정보 : 한국청각·언어장애교육연구 / 2권 / 1호
ㆍ저자명 : 최성규, 김수향

목차

Ⅰ. 서 론
Ⅱ. 연구방법
Ⅲ. 연구결과
Ⅳ. 논 의
Ⅴ. 결론 및 제언
참고문헌
Abstract

한국어 초록

청각장애학생의 교육환경은 과거와는 달리 통합교육으로 급변하고 있다. 따라서 통합교육을 받고 있는 청각장애학생은 수화 또는 농문화 등에 대한 사전 지식이 결여되어 있다. 언어와 문화는 정체성
형성의 주요 요인이다. 따라서 이 연구에서는 일반 교등학교에 재학중인 청각장애 청소년 3명을 대
상으로 현재의 교육환경에 대한 이해와 정체성에 대한 인식을 알아보기 위하여 면담을 실시하였다.
면담내용은 통합교육에 대한 인식 13문항, 자신의 정체성 괸련 4문항, 그리고 농문화 6문항을 반구
조화하였다. 이 연구에서는 청각장애학생의 통합교육은 부모의 일방적인 의사에 의해 결정되었으며, 청각장애에 대한 정체성 등은 형성되어 있지 않음을 제시하였다.

영어 초록

In this paper, we investigated the education environment of the hearing-impaired students who received the education in integrated education and analyze the recognition of self-identity. By using the in-depth interviewing, we perform the research with the questionnaire format, utilizing open-ended questions which is made up the class to selected of study participants from November 2011 to December 2011. The study participants received the integrated education as the hearing-impaired students. We gave a question to the study participants with the articulation oralism, sing language and receive the answer about question. We get a major conclusion by research as followed. There is self-identity in characteristic of the teenager which appears in a developmental stage of the human. The self-identify must be established in order to become a mature and desirable human because inner
sprit which determines the behave of personal. Therefore, forming the positive self-identity in the teenager is the essential way which can prepare the adulthood of future as well as help itself self-realization in order to suitably adapt in communities. The hearing-impaired students who has limited the faculty of speech and communication have to consider the way which has society and emotional ability for interaction with communication skill in order to form desirable self-identity in integrated education. So, we investigate the realization about self-identity with pros and cons of integrated education with high school student which receives the integrated education in this paper. First, we exactly understand the real condition of integrated education for the hearing-impaired students and the characteristic and ability of each the hearing-impaired students apprehend. We support the Teaching and learning support services for users and provide the chance related making relationship programs. Second, to enhance the quality of self-identity, we have to support the methodical the deaf culture. Then, we need the program development for self-identity of the hearing-impaired students. Hearing impaired in
the formation of youth identities using sign language as a second language study participants deulegeseo lover revealed an important variable. The degree of hydration expertise to do their part in determining the culture will affect. So learning sign language to hearing-impaired youth at an early stage to be done through systematic education as a language of the deaf sign language affects identity formation showed that.

참고 자료

없음