Development of a School Adaptation Program for Elementary School Students with Hearing Impairment
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
Background and Objectives: Although new technology of assistive listening device leads many hard of hearing children to be mainstreamed in public school programs, many clinicians and teachers still wonder whether the children are able to understand all instruction, access educational materials, and have social skills in the school. The purpose of this study is to develop a school adaptation program (SAP) for the hearing-impaired children who attend public elementary school. Subjects and Methods: The theoretical framework of the SAP was a system model including microsystem, mesosystem, and macrosystem merged with Keller’s ARCS theory. Results: The SAP consisted of 10 sessions based on five categories (i.e., school life, activity in the class, relationship with friends, relationship with teacher, and school environments). For preliminary validity testing, the developed SAP was reviewed by sixteen elementary school teachers, using the evaluation questionnaire. The results of evaluation showed high average 3.60 (±0.52) points out of 4 while proving a reliable and valid school-based program. Conclusions: The SAP indicated that it may serve as a practical and substantive program for hearing-impaired children in the public school in order to help them achieve better academic support and social integrations.
Abstract
Background and Objectives: Although new technology of assistive listening device leads many hard of hearing children to be mainstreamed in public school programs, many clinicians and teachers still wonder whether the children are able to understand all instruction, access educational materials, and have social skills in the school. The purpose of this study is to develop a school adaptation program (SAP) for the hearing-impaired children who attend public elementary school. Subjects and Methods: The theoretical framework of the SAP was a system model including microsystem, mesosystem, and macrosystem merged with Keller’s ARCS theory. Results: The SAP consisted of 10 sessions based on five categories (i.e., school life, activity in the class, relationship with friends, relationship with teacher, and school environments). For preliminary validity testing, the developed SAP was reviewed by sixteen elementary school teachers, using the evaluation questionnaire. The results of evaluation showed high average 3.60 (±0.52) points out of 4 while proving a reliable and valid school-based program. Conclusions: The SAP indicated that it may serve as a practical and substantive program for hearing-impaired children in the public school in order to help them achieve better academic support and social integrations.
참고문헌 (32)
- Kim YR, "An examination on the relationships among learning motivation, self-concept, and school-related adjustment", Korean J Res Educ, 20, pp.5~24 (2003)
- Cillessen AH, "From censure to reinforcement: developmental changes in the association between aggression and social status", Child Dev, 75, pp.147~163 (2004)
- Guralnick MJ, "Family and child influences on the peer-related social competence of young children with developmental delays", Ment Retard Dev Disabil Res Rev, 5, pp.21~29 (1999)
- Ladd GW, "Do relational risks and protective factors moderate the linkages between childhood aggression and early psychological and school adjustment?", Child Dev, 72, pp.1579~1601 (2001)
- "To assure the free appropriate public education of all children with disabilities: twenty-fourth annual report to Congress on the Implementation of the Individuals with Disabilities Education Act"[URL]
- "Guidelines for working with students who are deaf or hard of hearing in Virginia Public Schools"[URL]
- Annual Report of Special Education. Korean Ministry of Education, Science, and Technology, "Korean Ministry of Education, Science, and Technology", Ministry of Education, ~ (2011)
- 최상배, "청각장애학생 통합교육 실태와 개선방안- 교육 수화통역을 중심으로 -", 특수아동교육연구, 14(3), pp.55~77 (2012), 한국특수아동학회
- Danermark B, "Social inclusion and career development--transition from upper secondary school to work or postsecondary education among hard of hearing students", Scand Audiol Suppl, 30, pp.120~128 (2001)
- 정수정, "초등학생을 위한 학교부적응 척도 개발 및 타당화", 초등상담연구, 9(2), pp.163~173 (2010), 한국초등상담교육학회
- Kim YR, "Learner’s Stress, School-Related Coping and Academic Achievement", Korean J Res Educ, 21, pp.5~31 (2004)
- Perry KE, "The social context of early schooling and children’s school adjustment", Educ Psychol, 33, pp.177~194 (1998)
- Lytle RR, "Reforming deaf education. A paradigm shift from how to teach to what to teach", Am Ann Deaf, 142, pp.7~15 (1997)
- Meighan M, "Nursing Theory: Utilization & Application", pp.389~410 (2010), Elsevier Mosby
- Keller JM, "How to integrate learner motivation planning into lesson planning: The ARCS model approach", Paper presented at VII Semanario (2000)
- Moeller MP, "Early intervention and language development in children who are deaf and hard of hearing", Pediatrics, 106, pp.E43~ (2000)
- Coll KM, "An exploratory study of psychosocial risk behaviors of adolescents who are deaf or hard of hearing: comparisons and recommendations", Am Ann Deaf, 154, pp.30~35 (2009)
- Anderson G, "Social competence and behavioural problems in children with hearing impairment", Audiology, 39, pp.88~92 (2000)
- Rieffe C, "Awareness and regulation of emotions in deaf children", Br J Dev Psychol, 30(Pt 4), pp.477~492 (2012)
- Kim EJ, "Teachers’ perception on the adjustment to elementary school of students by learning styles and gender differences", Gongju National University of Euducation, 46, pp.37~52 (2011)
- Hundert J, "A descriptive analysis of developmental and social gains of children with severe disabilities in segregated and inclusive preschools in southern Ontario", Early Child Res Q, 13, pp.49~65 (1998)
- 권순황, "학력저성취 청각장애학생의 교육적 요구와 학습자 경험중심모형 특성 연구", 특수아동교육연구, 13(3), pp.185~205 (2011), 한국특수아동학회
- Mirandaa A, "Jumping around and leaving things out: a profile of the narrative abilities of children with specific language impairment", Appl Psycholinguist, 19, pp.647~667 (1998)
- Berndt TJ, "Friends’ influence on students’ adjustment to school", Educ Psychol, 34, pp.15~28 (1999)
- Kim JS, "A study on school adjustment with elementary", middle school students, 2007, pp.25, 59~78
- Kent BA, "Identity Issues for Hard-of-Hearing Adolescents Aged 11, 13, and 15 in Mainstream Setting", J Deaf Stud Deaf Educ, 8, pp.315~324 (2003)
- 오익수, "교사 보고형 초등학생 학교적응행동 평정 척도 개발", 상담학연구, 10(4), pp.2421~2436 (2009), 한국상담학회
- Kim YR, "An Analysis on the Validation of School Learning Motivation Scale(A) & School-Related Coping Scale(B) and relations between (A) & (B)", J Educ Stud, pp.3~37 (2000)
- 박원경, "학습장애 중학생과 일반 중학생의 불안, 우울과 학교적응 정도", 정서·행동장애연구, 22(4), pp.301~323 (2006), 한국정서·행동장애아교육학회
- 김자경, "청각장애 중학생과 일반 중학생의 불안, 우울, 그리고 학교적응 간의 관계", 특수아동교육연구, 9(4), pp.231~247 (2007), 한국특수아동학회
- Fusick L, "Serving clients with hearing loss: best practices in mental health counseling", J Couns Dev, 86, pp.102~110 (2008)
- Israelite N, "Hard-of-Hearing Adolescents and Identity Construction: Influences of School Experiences, Peers, and Teachers", J Deaf Stud Deaf Educ, 7, pp.134~148 (2002)