난청학생의 교육환경 경험 및 자아인식에 대한 연구

A Study on the Educational Environment Experiences and Self Awareness of Students with Hard of Hearing

이 연구는 난청학생의 교육환경에 대한 경험과 자아인식에 영향을 미친 요인을 분석하여 조사연구로 수행되었다. 전국 37개 대학교에 재학하고 있는 청각장애대학생 262명이 설문조사에 참여하였다. 교육환경에 대한 연구결과는 다음과 같다. 청각장애학교에 재학한 경험이 없는 경우가 77%였으며, 학교생활에서 경험한 어려움은 다양하게 나타났다. 건청학생과의 교우관계 유지는 학년이 올라갈수록 증가하였으나, 난청학생의 약 30%는 여전히 건청친구가 없었다. 통합교육을 받은 난청학생이 많았던 관계로 80% 이상의 난청학생은 청각장애 친구가 없었다. 선후배 관계에서도 청각장애보다 건청의 선후배와 교제를 하고 있었다. 교사와의 관계는 학년이 올라갈수록 긍정적이었으나, 건청교사의 영향이 지배적이었다. 자아인식에 대한 결과는 다음과 같다. 난청학생은 건청인과 동일시하면서도 청각장애 정체성도 내포하였다. 농문화에 대하여 긍정적으로 인식하고 있으며, 듣고 말하기에 대한 인식은 개인에 따라 다양한 차이를 보였다. 이 연구에서는 난청학생의 교육환경에서의 경험 차이가 정체성 형성에 미치는 영향을 분석하고, 이중문화와 이중언어 접근법의 중요성을 제안하고 있다.

This study was conducted as a research study to analyze the factors affecting the education environment experiences and self awareness of the students with hard of hearing. 262 college students with hard of hearing from 37 universities across the country participated in the survey. The study results on the educational environment were as follows. 77% of the cases had no experience of attending a school for the deaf, and the difficulties experienced in adjusting to school life varied. The number of students maintaining friendships with hearing impaired students increased as the grade level increased, but about 30% of the students with hard of hearing still did not have a hearing impaired friend. Because there were many students with hard of hearing who received inclusive education, more than 80% of students with hard of hearing had no hearing impaired friends. In the relationship between seniors and juniors, the students with hard of hearing were friendly with seniors and juniors with hearing rather than those with hearing impairments. The relationship with the teacher was more positive as the grade level increased, but the influence of the teacher with hearing was more dominant than that of the teacher with hearing impairment. The results of self awareness were as follows. The students with hard of hearing identified with hearing people, but also included the identity of hearing impaired. Deaf culture was perceived positively, and the perception of listening and speaking showed various differences depending on the individual. This study analyzes the effect of differences in experiences in the educational environments of students with hard of hearing on identity formation, and suggests the importance of bicultural and bilingual approaches.