국내 G고등학교 농학생의 교육수화통역 지원 실태조사 및 요구분석

Abstract

This study aims to examine educational conditions of G High School, a domestic high school which provides a sign language interpretation service, and encourage and promote demand for and expansion of more qualitative services by looking at deaf students' cases. This study has the following detailed purposes. The first purpose is to examine actual conditions of the support for a sign language interpretation service for deaf students. The second purpose is to seek for measures to expand the support for an educational sign language interpretation service. In order to understand the actual conditions of G High School's sign language interpretation service, 13 deaf students attending the school were interviewed with an unstructured questionnaire. Then for the two months of January through February 2011, the 13 subjects were individually interviewed during 6 different sessions. This study's conclusions are as follows. First, regarding the actual conditions of the support for a sign language interpretation service, sign language interpretation was performed in every place directly related to classes, with its scope encompassing lectures, school events, and group activities. Second, measures to expand the support for a sign language interpretation service are as follows. In elementary, junior high, and high school education, support for a sign language interpretation service for both deaf schools and ordinary schools should be legally realized. In addition, a character interpretation service should accompany a sign language interpretation service as its supportive measure. Character interpretation is not an alternative to sign language interpretation but plays a role as a supportive measure to help deaf students' supplemental learning. Therefore, I make the following suggestions. First, a system to support a sign interpretation service should be made through policies. Education for deaf students should be normalized by educational sign language interpretation services for those students. Second, professional sign language interpreters for each subject should be nurtured. Continuing professional education should provide more specialized directions for them.