일반학급에 통합된 청각장애학생의 사회․정서적 특성

Social and Emotional Characteristics of Students with Hearing-Impaired Included in General Education Classroom

이 연구는 일반학교에 통합된 청각장애학생의 사회·정서적 특성을 살펴보는 것을 목적으로 하고 있으며, 이를 위해 청각장애학생 32명(중학교 12명, 고등학교 20명)과 그들의 담임교사 32명, 비교집단으로 일반 중․고등학교 학생을 각각 30명씩 연구대상으로 선정하였다. 이 연구의 수행을 통해 얻어진 결과를 요약하면 다음과 같다. 첫째, 일반학교에 통합된 청각장애학생의 사회·정서적 특성은 강점 척도와 난점 척도 모두에서 정상범주로 나타났으며, 배경 변인에 따른 소척도별 분석에서는 강점의 사회지향행동 점수와 난점의 과잉행동 점수에서 남학생에 비해 여학생이 긍정적인 결과를 나타냈다. 둘째, 청각장애학생 집단과 청인학생 집단의 점수를 비교한 결과, 총점에서는 두 집단 간 큰 차이를 보이지 않았으나, 난점 소척도인 또래문제에서 청각장애학생이 청인학생에 비해 부정적인 결과를 나타냈다. 셋째, 청각장애학생의 사회·정서적 특성에 대한 청각장애학생 자기보고와 교사보고 간 차이를 분석한 결과, 소척도별 응답 결과에서 난점 소척도인 정서증상에서 청각장애학생의 자기보고 점수가 교사보고 점수에 비해 부정적으로 나타났다.

The purpose of this study is to examine social and emotional characteristics of students with hearing-impaired included in general education classroom. The samples of this study include 32 students with hearing-impaired and their 32 homeroom teachers. As a comparative group, 30 students from both middle and high school were selected as research subjects. The results of this study are as follows. First, social and emotional characteristics of students with hearing-impaired included in general education classroom were in the normal range in both the Strengths and Difficulties scales. In the subscale analysis based on background variables, female students showed positive results compared to male students in the score of social-oriented behavior in Strengths and hyperactivity score in Difficulties. Second, when we compared the scores of students with hearing-impaired and hearing students, the total scores were not significantly different. However, students with hearing-impaired showed negative results compared to hearing students in peer issue which is a subscale of Difficulties. Third, when we compared the differences between self-reports of students with hearing-impaired about their social and emotional characteristics and teachers’ reports about the characteristics, there was no significant difference in total scores. However, the results of the subscale responses showed that the self-report scores of students with hearing-impaired were negative compared to teachers’ report scores in emotional symptom which is a subscale of Difficulties. It indicates that students with hearing-impaired themselves are more seriously aware of their emotional problems.