청각장애청소년이 갖는 대인관계성향이 사회성 발달에 미치는 영향

The effect of Interpersonal Relations on Social Development of Hearing Impaired Adolescents

이 연구는 청각장애청소년의 대인관계성향이 사회성 발달에 미치는 전반적인 양상에 대해 조사하였으며;또한 청각장애청소년의 청각장애 등급;장애출현시기에 따른 대인관계성향이 사회성 발달에 영향을 미치는지 연구하였다. 연구결과;청각장애청소년들의 대인관계성향이 그들의 사회성 발달에 영향을 미친다는 것을 통계자료를 통해 확인할 수 있었다. 특히 청각장애청소년들이 장애의 걸림돌로 인해 대인관계성향에 영향을 받으며;이는 사회성 발달에 어느 정도 문제가 있음이 드러났다. 선천적인 경우보다 만4～6세에 청각장애를 입은 학생들이 대인관계성향에서 표현성향이 높고;사회성 발달에서도 활동성이 높은 것과 청각장애가 4～5등급에 해당하는 청각장애학생들의 활동성과 사교성이 높은 것은 모두 청각장애의 수준과 관련이 있음을 나타냈다. 이 결과는 청각장애청소년들에게 장애출현시기와 장애등급을 고려하여 대인관계성향을 파악하고;사회성 발달을 교육하며 유도하는 것이 바람직하다는 것을 말해준다.

This study purports to investigate the overall effect of interpersonal relations on social development of hearing impaired adolescents and the effect of interpersonal relations along with hearing impairment grade and period of hearing impairment on social development of hearing impaired adolescents. The main result in the study could be summarized as follows First;in the result of differences in interpersonal relations according to the timing and degree of disability the propensity to express on disability period showed statistically significant difference. Especially;the '4～6age' of the subjects showed the highest propensity to express. Showed the difference in the propensity involved competitive;aggressive;self-consciously implies the difference on the external nature of the human individual and the attitudes of adolescents appears according the time that it have a hearing impairment. Second;Analysis of social development;due to the timing and degree of disability appears statistically significant difference only in activity according to the timing of disability. Especially;The age of'4-6' was the most active of the subjects. The deaf children who suffered hearing loss at 4-6age who they learn an ordinary language shows high levels in active. It means that development of language experience is proportional to activities Third;as checked the effect propensity of interpersonal relations of activities;the role orientation propensity and social relations propensity influenced on activities. In particular the role orientation (0.421);social orientation (0.388) influenced in order. The highest score in the role orientation could be learned that a deaf youth whose personality is leading and dominant orientation;social initiative and strong independence;can develop in activity. More Taken together;we know that deaf youth can be developed the social development so that they may be aware of their interpersonal relations. As well as the demographic characteristics of hearing impaired children;disabilities;such as timing and degree of disability should also be considered we know.