미국 청각장애학생 통합교육 지원과 시사점
Inclusion supports for hearing impaired students of U.S and implications for Korea
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이 연구에서는 미국의 청각장애학생 통합교육을 위한 지원 내용을 분석하고, 이러한 지원이 우리나라에는 어떠한 시사점이 있는지 문헌분석을 실시하였다. 미국의 청각장애학생 통합교육 지원을 분석한 결과, 주요 특성이 네 가지로 요약되었다. 첫째, 행정적 지원에서는 협력교수와 동반입학 제도, 둘째, 인력지원에는 교육코디네이터와 수석교사, 순회교사 지원, 셋째, 의사소통지원에는 청각서비스, 수어통역, 속기서비스, 넷째, 정체성 발달 프로그램이 있었다. 미국의 청각장애학생 통합교육이 우리나라에 시사한 바는 동반입학 제도 실시의 필요성, 청각장애학교 재구조화를 통한 순회교육 실시, 청능재활과 수어통역 속기지원을 통한 의사소통 지원 등이었다. 추후 연구에서는 좀 더 실제적이고 실천 가능한 다양한 청각장애학생 통합교육을 위한 방안이 제시될 필요가 있음을 제시하였다
Abstract
The purpose of this study was to analysis on inclusion support for hearing impaired students of U.S. and the implication for Korea. For the study researcher analysed the literature regarding hearing impaired students’ inclusion. The results of inclusion support for hearing impaired students of U.S are following. First, there was co-teaching and co-enrollment in administrative supports. Second, there was educational coordinator, master teacher, itinerant teaching in provision of human resources. Third, there was hearing services, sign language interpreting, stenography services in communicative supports. Forth, identity development program was considered very important. The implications for Korea of America’s inclusion supports were necessity of co-enrollment, itinerant teaching through reconstruction of Deaf school, communicative supports through auditory rehabilitation, sign language interpreting and stenography services. The researcher also presented that it is necessary to present more practical and various support strategies for hearing impaired students in inclusive setting.
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