청각장애학교 교사의 농중복장애학생 수업에 대한 인식 연구

A Study on Hearing Impaired School Teachers' Recognition toward Instruction for Deaf Student with Multiple Disabilities

이 연구에서는 청각장애학교 교사가 농중복장애학생의 수업에서 수행하는 목적, 계획, 성취, 평가 등과 같은 실천 요인의 실행에 대한 인식을 알아보고자 하였다. 전국의 12개 청각장애학교에 재직하고 있는 특수교사 12명이 이 연구에 참여하였다. 수업 내용 및 관찰사항에 포함되는 수업목적, 계획, 성취, 평가 등과 같은 4개 항목의 내용으로 반구조화 설문지를 작성하였다. 청각장애학교 교사는 농중복장애학생의 수업에서 목적, 계획, 성취, 평가 등과 같은 4개 항목의 실행에서 이론과 실천 간에 괴리가 있음을 인식하고 있었다. 또한 청각장애학교의 환경과 지원, 그리고 개인에 따라서 농중복장애학생의 수업실행에 대하여 인식의 차이를 보이고 있었다. 이 연구에서는 농중복장애학생의 바람직한 수업지원에 대해서도 논의하였다.

The purpose of this study was to illustrate the hearing impaired school teachers' recognition toward instruction performance for deaf students with multiple disabilities. The permissions for this study were sending to all eighteen hearing impaired schools, however the twelve hearing impaired schools were accepted of participation for this study. Therefore twelve teachers were participated for this study. A semi-structural questionnaire on instruction performance with four categories such as purpose, plan, achievement, and evaluation was developed for this study. The results of this study were that: (a) hearing impaired school teachers' recognitions toward instruction performance for deaf students with multiple disabilities were different de[emds on school environments; (b) hearing impaired school teachers' recognitions were indicated the differences between theoretical knowledge and practical knowledge; (c) hearing impaired school teachers' recognitions were different with individual efforts. and (d) hearing impaired school teachers indicated that instructional performances for hearing impaired students with multiple disabilities were not suitable based on individual needs. Therefore this study concluded that the school environment and individual efforts were very important variable to confirm effective education for deaf students with multiple disabilities in hearing impaired school environment.