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인공와우이식 아동의 학교 수행력: 5세 이전에 수술 받은 아동을 중심으로

School performance of children received cochlear implantation under age of five

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초록

본 연구의 목적은 만 5세 이전에 인공와우이식을 받은 아동들의 일반학교 통합 후 학교 수행력을 건청 아동과 비교하여 알아보고, 학교 수행력과 관련된 변인을 알아보고자 하는 것이다. 이를 위해 담임 교사에게 인공와우이식 아동 1명과 건청 아동 1명의 학교 수행력을 설문지를 통해 평가하게 하였다. 그 결과, 인공와우이식 아동은 저학년보다 고학년에서 수행력이 더 낮은 것으로 평가되었다. 건청 아동과의 비교 결과, 저학년에서는 의사소통능력에서 차이를 보였고, 고학년에서는 학교 수행력의 네 하위영역 전체에서 건청 아동에 비해 유의하게 낮은 수행력을 보였다. 관련 변인을 살펴보면, 의사소통능력은 수술 연령, 청각적 수행력, 언어능력, 재활참여정도와 상관관계가 있었고, 사회-정서 적응은 청각적 수행력, 언어능력, 재활 참여정도와 상관관계가 있었으며, 학업성취는 청각적 수행력, 언어능력과 관련이 있었다.

Abstract

This study aims to investigate the school performance of children who received cochlear implantation under age of five and have been integrated into regular elementary schools compared to that of normal hearing children, and to examine the factors associated with the school performance of these children. Classroom teachers completed the questionnaires comprised of 26 items regarding communication skill, psycho-social adjustment, academic achievement, and general integration adjustment for 37 children with cochlear implants and 37 normal hearing children attending the same classrooms. As a result, the school performance of higher grade students with cochlear implants was significantly lower than that of lower grade students with cochlear implants. In the lower grade, students with cochlear implants showed significantly lower communication abilities than normal hearing children. On the other hand, in the higher grade, students with cochlear implants showed significantly lower performance on four aspects of school performance. In terms of related factors to school performance, communication abilities were correlated with age at implantation, auditory performance, language ability, and habilitation, and social-emotional adjustment was related with three variables except age at implantation. Academic achievement was related with auditory performance and language ability.

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