시각장애학교 교사의 학습매체 평가에 대한 인식 연구

Abstract

It is highly significant to determine and provide a learning media suitable for individual students with visual impairments in order for them to participate in the school curriculum and to assure their right to learn. The purpose of this study is to investigate the overall teacher perception of students with visual impairments about the learning media assessment. We accordingly surveyed 80 elementary, middle, and high school teachers from eight schools for students with visual impairment. The findings of this study are as follows. First, teachers of students with visual impairments had an overall low level of perception on the purpose, use and application of the near vision test, continuous read test, reading fluency test and reading duration test which compose the learning media assessment. Second, they generally showed a low level of perception on the method and criterion for determining the large letter size and magnifier power appropriate for students with visual impairment. Third, their perception on the method and criterion for selecting the right learning medium was also low overall. The most reasonable criterion they adopted for choosing between braille and print letters was the large letter size required for students or the level of reading fluency achieved while using the large letter size. It would be necessary to develop and provide learning media assessment tools and establish in-service training programs for teachers of students with visual impairments so that they successfully conduct the learning media assessment in school classrooms.