레크리에이션 활동이 청각장애학생의 사회정서 발달에 미치는 영향

The Influence of Recreation Activity on the Social and Emotional Development of Hearing Impaired Students

본 연구는 레크리에이션 활동이 청각장애학생의 사회․정서 발달에 미치는 영향을 알아보기 위하여 청각장애학생을 대상으로 실험집단과 통제집단에 각각 20명으로 구성하였다. 연구의 설계는 전후 연구 설계 방법을 활용하였으며 연구 결과에 따른 결론은 다음과 같다. 첫째, 레크리에이션 활동은 청각장애 학생의 사회․정서 발달 상태에 긍정적 영향을 미친다. 둘째, 청각장애학생의 청력, 부모의 청력 상태, 사용언어, 성별이 동일한 경우에는 레크리에이션을 경험한 청각장애학생이 사회․정서 발달 상태가 더 높은 것으로 나타났다.

This study is to discover whether recreation activities influence on the social and emotional development of hearing impaired students. There are various factors which exert influence on the social and emotional development of hearing impaired students. This study set the hearing ability of students, the hearing ability of parents, using language and gender as the parameters which influence the social and emotional development of hearing impaired students. This study chose as the objects the middle and high school students for the deaf and dumb who are in a very important period for their social and emotional development. This study used T Verification and F Verification to testify the data which are resulted from the social and emotional analysis test of Meadow-Kendall which are standardized by Professor Kim Byung-Ha. Considering the results with these methods, the conclusions are as following. First, the experimental group who experienced recreation activities showed higher social and emotional development than the controlled group who did not experience recreation activities. This shows that recreation activities improve the social relationship between hearing impaired students and that recreation activities affirmatively influence self image and emotional adaptation. We can interpret that recreation activities are helpful to forming liberal relation through inducing free conversation and physical contact. Therefor we can expect that systematic and continual recreation activities bring about more desirable social and emotional development. Second, in case that the hearing ability of students, the hearing ability of parents, using language and gender are same, the students who experienced recreation activities showed higher social and emotional development than those who did not. We can comprehend that recreation activities are related to the social and emotional development of hearing impaired students. We can also tell that they have positive influence. Besides, the hearing impaired students of the experimental group showed the most variety in forming self image according to the hearing ability of parents among parameters. We can understand that recreation activities of hearing impaired students influence forming self image more than anything else. 1) In conclusion, we can interpret that we should have an accurate grasp the characteristics and actual conditions of hearing impaired students in order to achieve rightful social and emotional development of hearing impaired students, and that we have to apply to systematic and incorporated recreation activities related to curricula which are also fit to their interest.