특수학교 시각장애학생의 학교적응유연성에 영향을 미치는 보호요인에 관한 연구

A Study on Protective factors Influencing School Resilience of Special School Students with Visual Impairments

본 연구는 시각장애학생의 학교적응유연성에 영향을 미치는 요인을 생태체계학적 관점에 근거하여 개인적, 가정환경적, 학교환경적 보호요인으로 구분하여 살펴봄으로써 시각 장애학생의 학교적응유연성을 증진시킬 수 있는 보호요인을 확인하여 실효성 높은 프로그램개발에 기초자료를 제공하고, 학교적응유연성을 향상시키기 위한 정책적ㆍ실천적 개입 방안을 모색하고자 그 목적을 둔 것이다. 이를 위해서 본 연구는 서울ㆍ경기 및 강원지역 에 위치한 시각장애 특수학교에 재학 중인 시각장애학생(중ㆍ고등학생)을 대상으로, 최종 분석을 실시하였다. 분석방법으로 시각장애학생의 학교적응유연성에 영향을 미치는 보호 요인에 대한 기술적 분석 및 상대적 영향력을 알아보기 위한 위계적 회귀분석을 실시하였다. 연구결과, 강점지향적인 관점으로 시각장애학생을 바라보고 개입에 있어서 보호요인을 강화하는 것에 노력을 기울여야 할 것이며, 시각장애학생의 학교적응에 대한 개인, 가정, 학교의 상대적 영향력이 다양하게 나타나고 있음을 볼 때, 어느 한 영향요인이 결정적인 요인이 된다하기 보다 다양한 변수들이 복합적으로 영향을 미치고 있어서 이를 위한 다각 적인 접근이 필요하다고 할 수 있다. 따라서 이를 위한 다양한 프로그램 개발이 필요하며, 단지 개인의 초점에 맞춰진 재활에만 국한하지 말고 환경적 요소를 적극 고려한 체계적 프로그램 개발이 중요하다고 할 수 있다.

In order to establish the plans for improving the school resilience in visually impaired students, we performed this study to investigate the factors influencing the school resilience. In this study, we evaluated personal, familial environmental, and school environmental factors in each student, based on the eco-systemic perspective. The study subjects were the visually impaired students in specialized schools, either middle or high schools, in Seoul, Gyeonggi, and Gangwon provinces. Among them, the data obtained from 180 students who were able to answer self-reporting questionnaires were selected for the final analysis. A hierarchical regression analysis was employed to analyze the significant factors influencing the school resilience in these students. The hypotheses of this study were proposed as follows. First, how do personal protecting factors influence the school resilience? Second, how do familial environmental protecting factors influence the school resilience? Third, how do school environmental protecting factors influence the school resilience? Fourth, what is the relative influence of personal, familial environmental, and school environmental protecting factors on the school resilience in students with visual impairments? The principal findings of this study were as follows. First, the degree of the school resilience in students with visual impairments was above average. Second, the school-related factors were proved to be the most important factor to influence the school resilience. Third, other significant factors influencing the school resilience included the democratic school environment and the satisfaction of convenient facilities among the school environmental factors, a sense of responsibility and a capacity of accepting the disability among personal factors, and a familial support among familial factors. Fourth, the analysis for relative importance revealed that a sense of responsibility was the most important factor influencing the school resilience in visually impaired students, followed by the satisfaction of convenient facilities, democratic school environments, a capacity of accepting the disability, and a familial support. The suggestions proposed by the present results were as follows. First, it is recommended to see the visually impaired students in the strengths-oriented perspective, and to try to strengthen the protecting factors for the intervention. Second, the interventions to promote a sense of responsibility are a matter of the highest priority. Thus responsibility promoting programs are also important in visually impaired students. It is required to develop the programs specific for visually impaired students, because the currently available programs are targeted to different student groups. Third, the results showing a capacity to accept the disability as an important factor suggest that interventions to promote this capability is certainly needed in visually impaired students. These interventions may lead the visually impaired students to accept their disabilities as an strength. Fourth, among school environmental protecting factors, a supply of convenient facilities is proved to be important. This supply may include both physical and non-physical facilities. In addition, In addition to them, appropriate educational and administrative supporting interventions can contribute to improve the school resilience in visually impaired students. Fifth, it is required to introduce and enforce the programs promoting a self-esteem. These programs may help to improve the school resilience through its influence on teacher support and a capacity to accept the disability. These programs are need to be developed with consideration of environmental factors. Sixth, a democratic school environment is proved to be another important factor. This result represents the importance of the safety of the school environment and the friendly relationship between teachers and students.