국내 G고등학교 농학생의 교육수화통역 지원 실태조사 및 요구분석

A Qualitative Study for a Educational Sign Language Interpretation Service of Deaf Students at G High School

본 연구에서는 수화통역을 지원하는 국내 G고등학교의 교육수화통역 지원 실태를 파악하기위해 농학생 13명을 대상으로 질적인 연구를 하였다. 교육수화통역 지원 실태 파악을 통하여 학교 현장에서 농학생의 균등한 교육권 보장을 위한 교육수화통역 지원 확대 방안을 모색하고자 함이 연구의 목적이다. 연구를 위하여 G고등학교 특수교사의 사전협조와 양해를 얻어 연구참여자 13명을 대상으로 심층인터뷰를 실시하였다. 연구결과 첫째, G 고등학교에서 이루어지고 있는 모든 수업과 학교행사, 단체 활동 등에서 수화통역이 이루어지고 있음을 알 수 있었으며 둘째, 농학생들의 만족도 및 요구조사에서는 수화통역 지원에 만족감을 보이면서도 추가적으로 수화통역을 보조하는 수단으로써 문자통역이 요구되고 있음을 알 수 있었다. 이에 초․중․고등학교에서 농학생의 성공적인 통합교육을 위해 교육수화통역 지원 체계의 확대가 정책적으로 뒷받침되어야 하며 교육 수화통역의 질을 높이기 위해서도 과목별 전문 수화통역사 양성체계가 더욱 세분화 되어야 할 필요성이 제기되었다.

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.