농인 가족과의 생활경험이 농학생의 수화 사용 및 통합교육 인식에 미치는 영향
The Influence from Life Experience of Deaf Students with Deaf Family Members to Sign Language and Inclusive Education
0
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
본 연구는 영유아기의 농인 가족과 생활경험이 농학생의 수화 사용과 통합교육에 대한 인식에 미치는 영향을 밝히고자 수행되었다. 본 연구의 대상은 양쪽 청력 손실 90dB 이상인 농학생 60명으로서, 그 중 28명은 영유아기에 농인 가족과의 생활 경험이 있으며 나머지 32명은 가족 중 혼자만 농인으로서 농인 가족과의 생활 경험이 없는 학생이다. 본 연구의 요약은 다음과 같다. 첫째, 영유아기에 농인 가족과의 생활경험이 있는 농학생은 수화와 한국어의 사용에 관한 자신감과 의사소통 대상에 따른 수화와 구화의 언어선택에 대한 유연성이 뛰어났다. 둘째, 농인 가족과의 생활경험이 있는 농학생은 통합교육에 긍정적이며 배치환경에 있어서도 통합학급으로의 완전통합을 선호하였다. 따라서 영유아기에 농인 가족과의 경험이 있는 학생은 그렇지 않은 농학생에 비하여 언어적 유연성이 높고 통합교육에 긍정적인 인식을 갖고 있다고 할 수 있다.
Abstract
The purpose of this study was to investigate the influence from life experience in younger childhood of Deaf students with Deaf family members to inclusive education. The subjects of this study were 90 students, All of them was with Deaf(hearing loss degree was upper than 90dB). 28 of them had life experiences with family members with Deaf, and others had not family members with Deaf. The conclusions of this study were as follows; First, Deaf children with experiences with their Deaf family members had higher-level self-esteem about using sign language and more flexible about using between Sign language and oral language than without experiences. Second, Deaf children with experiences with their Deaf family members had more positive awareness about inclusive education and general classroom-referenced.
참고문헌 (18)
- 김병하, "청각장애아 교사의 전문능력 연구", 박사, pp.1981
- Choi, Sungkyu, "Cross-cultural Attitudes toward Deaf culture in a multi and singular culture society : A survey of residential school based teachers for the deaf who are deaf and hearing", 박사, pp.1995
- Geers, A.E., "Acquisition of spoken and signed English by hearing-impaired or hearing parents", Journal of speech and Hearing Disorders, 53, pp.136~143 (1988)
- Goldin-Meadow, S., "Gestual communication in deaf children: The effects and noneffects of parental input on early language development", Society for Research in Child Development Monographs, 49(207) (1984)
- Johnson, R. E., "Unlocking the Curriculum : Principles for Achieving Access in Deaf Education", Gallaudet Research Institute Worlding Paper, 89(3) (1989), Gallaudet University
- Kelly, A. B., "How Deaf women construct teaching, language and culture, and gender: An ethnographic study of ASL teachers", 박사, pp.2001
- Marschak, M., "청각장애 아동의 심리발달" (1993), 사회복지법인 한국청각장애인복지회
- Moorse, D.F., "Educating The Deaf, Psychology, Principles, and Practices" (1987), Houghton Mifflin Company Boston
- Newport, E., "Acquisition of American sign language in D. I. Slobin(Ed.). The cross-linguistic study of language acquisition: (vol. 1.).881-936. Hillsdale" (1985), Lawrence Erlbaum
- Padden, C., "Deaf in America: Voice from a culture" (1988), Harvard University
- Reagan, T., "The Deaf as a linguistic minority: Educational considerations", Harvard Educational Review, 55, pp.265~277 (1985)
- Schlesinger, I., "Steps to language: toward a theory of native language acquisition" (1982), Erlbaum
- Simon, J. H., "An Ethnographic Study Of Sign Language Interpreter Education (American Sign Language, Deaf Culture)" (1994), The University Of Arizona
- Stainback, S., "Curriculum considerations in inclusive classrooms" (1992), Paul H. Brookers
- Strong, M., "A review of bilingual", bicultural programs for Deaf children in North America, 1995, pp.140(2), 84~94
- Strong, M., "A study of the relationship between American sign laanguage and English literacy", Journal of Deaf Studies and Deaf Education, 2(1), pp.37~46 (1997)
- Tompkins, L. M. B., "Deaf adults' perspectives on their bilingualism in American Sign Language and English", 박사, pp.2000
- Woodward, J., "How you gonna get to heaven if you can't talk to Jesus" (1982), T. J. Publishers