시각장애학생의 자기의식 분석

이해균,정임순 한국특수아동학회 2002 특수아동교육연구 Vol.4 No.1

정안 청소년의 자기의식에 대한 기존의 연구를 종합해보면 성별과 과정별에 따라 의식에 차이가 있는 것으로 분석되어 진다. 이것은 시각장애학생도 성별과 과정별에 의해 인식이 차이를 가질 수 있음을 의미한다고 볼 수 있으므로 청소년기에 해당되는 시각장애학생은 이러한 의식에 대하여 성별, 과정별, 시력정도별에 의해 의식에 차이를 가지는 지에 대한 분석이 요구되어진다. 시각장애학생을 이해하고 지도하기 위해서는 그들이 외모, 가정환경, 자신감, 이성, 우정, 이해심에 대하여 어떠한 의식을 가지고 있는 가를 파악하는 것이 학생 지도 측면에 있어서 중요한 과제라고 할 수 있다. 따라서 본 연구에서는 외모, 가정환경, 자신감, 이성, 우정, 이해심에 대하여 시각장애학생이 나타내는 의식을 밝혀 그들의 인성에 대하여 올바른 지도를 하여 자기의식을 향상시키기 위한 기초자료를 제공하고자 실시하였다. The main aim of this study is to offer the basic material that surveys adolescent visually impaired student's self consciousness about their Appearance, Home Environment, Self-Confidence, Intersexual, Friendship, and Consideration. In this study, we developed SCT(Story Completion Test) to analyze adolescent visually impaired student's self consciousness. This SCT is a typical inspection method for the visually impaired students. We thought variables were Gender, School Year, and Visual Trouble Degree to analyze SCT about adolescent visually impaired student's Appearance, Home Environment, Self-Confidence, Intersexual, Friendship, and Consideration. The result is as follows. First of all, when the variable was the Gender, the visually impaired student's self consciousness about their Appearance, Home Environment, and Intersexual were low, and their self consciousness about Self-Confidence were normal regardless of the Gender. The visually impaired student's self consciousness about Friendship showed an average, but this was not related to the Gender, either. However, Consideration showed 5 percent clear difference statistically according to the Gender. Secondly, when the variable was the School Year, Friendship had the high level of the average 4 marks. However, the other points were unrelated to the School Year. Middle-school students and high-school students both showed the normal level of the average 3 marks about Self-Confidence and Consideration, but these were not related to the variables. Home Environment and Intersexual showed the low level of the average 2 marks regardless of the School Year. However, Appearance that was the low level of the average 2 marks showed 5 percent clear difference statistically. Consequently, Appearance obviously showed the difference according to the School year. Finally, when the variable was the Visual Trouble Degree, the visually impaired students showed extremely low self consciousness in Appearance and Home Environment regardless of their Visual Trouble Degree. However, the visually impaired students showed 5 percent clear difference statistically in their Self-Confidence, Intersexual, Friendship, and Consideration according to the Visual Trouble Degree.

시각장애학교 중등학생의 생활지도 실태 및 개선 방향

이해균 한국시각장애교육&재활학회 2014 시각장애연구 Vol.30 No.1

This study was done to provide basic material for quality improvements on school guidance, investigating the state and its improvements on guidance directed at schools for the visually impaired in Korea. To achieve the goal, 178 secondary school students attending schools for the visually impaired through out the nation were surveyed with the questionnaire(30 questions) consisting of the factors- 'understanding students', 'instructing sociality', 'directing career' and 'counseling activity'. The results of the investigation are as follows. Firstly, the overall level of school guidance showed 'average' and 'counseling activity', among the factors, suggested the highest level. Secondly, in all factors, male students revealed higher level than female ones and students with the congenital ophthalmic ailment, higher than those with the acquired one. In 'understanding students' and 'instructing sociality', students in highschool suggested higher level than those in middle school. Thirdly, for 'current worries and what needs to be helped', 'school performance' indicated the highest level, followed by 'career choice'. As a preferable counselor, male students chose 'homeroom teacher' most, followed by 'mother' and female students, 'another teacher', followed by 'homeroom teacher'. In counseling experience with homeroom teacher, in the case of male students, 'to have ever experienced' was higher and in the case of female students 'to have never experienced' was higher. In motivation for counseling, 'teacher's request' indicated the highest. In satisfaction of counseling result, both male and female students reflected higher level and for reasons not to counsel, 'not to have contents to counsel', for both male and female students, displayed the highest. Restrictions needed in the follow-up studies are suggested, focusing on the results of the investigation. 이 연구는 우리나라 시각장애학교에서 이루어지고 있는 생활지도의 실태와 개선방향을 조사하여 학교생활지도의 질적 향상을 위한 기초자료를 제공하는 데 그 목적이 있다. 이를 위해 전국 시각장애학교에 재학 중인 중·고등학생 178명을 대상으로 전체 30문항의 설문지에 학생이해, 사회성지도, 진로지도, 상담활동 등 4가지 하위요인으로 구성하여 조사한 결과를 토대로 요약하면 다음과 같다. 첫째, 학교생활지도의 전반적인 수준은 ‘보통수준’이며, 하위요인 중, ‘상담활동’이 가장 높았다. 둘째, 남학생이 여학생보다 그리고 후천성이 선천성보다 모든 요인에서 만족도가 더 높았고, 고등학생이 중학생보다 ‘학생이해’와 ‘사회성지도’에서 더 높게 나타났다. 셋째, 현재 고민거리와 도움 받고 싶은 내용은 ‘성적’, 다음으로 ‘진로선택’이 가장 높았고, 상담의 주된 대상은 남학생은 ‘담임선생님, 다음으로 ‘어머니’ 그리고 여학생은 ‘다른 선생님’, 다음으로 ‘담임선생님’ 순으로 높게 나타났다. 담임선생님과의 상담경험은 남학생은 ‘있다’가 여학생은 ‘없다’가 높았고, 상담하게 된 계기는 ‘선생님의 요청’이 가장 높게 나타났다. 상담결과에 대한 만족은 남녀학생 모두 높았으며, 상담하지 않는 이유로는 남녀학생 모두 ‘상담할 내용이 없어서’가 가장 높게 나타났다. 이러한 연구결과를 중심으로 후속연구에 필요한 사항을 제언에 제시하였다.

미국의 특수교육

이해균 국립특수교육원 1998 현장특수교육 Vol.5 No.1

운동참여 정도에 따른 시각장애학생의 정신건강 수준

이해균 한국시각장애교육&재활학회 2011 시각장애연구 Vol.27 No.1

This study was done to show what effect the participation in exercise has on students’ mental health with visual impairments and to provide basic materials on the ways to activate sports for students with visual impairments. To achieve the purpose, 263 students with visual impairments attending twelve middle schools and high schools throughout the country were surveyed and analyzed. The summary is as follows. For one thing, in the level of overall mental health, interpersonal sensitivity showed the highest, anxiety, lowest. Secondly, in the total standards of mental health by genders, males revealed higher than females and by subfactor, in the level of obsessive-compulsive, phobia, interpersonal sensitivities, anxieties, somatizations and depressions, females showed higher than males. In the level of middle school students and high school students, middle school students suggested higher level of hostility than high school students. By the degree of visual acuities, students with totally-blind indicated higher level of phobia and interpersonal sensitivity than students with low vision. By developmental period of visual impairments, students with inherent, visual impairments showed higher anxieties level than those with acquired, visual impairments. Thirdly, for the group taking exercise and not taking any exercise, the group with not taking any exercise displayed higher level of phobia and anxieties than the group with exercise. By the frequencies of exercises, the group taking exercises 6~7 times a week demonstrated higher phobia level than the group exercising 2~3 times a week, and the group exercising 6~7 times weekly showed higher psychoticism level than the group exercising 4~5 times weekly. Fourthly, in the relation to the factors influencing students’ mental health with visual impairments, the total group as well as the group taking exercises and the group taking not any exercise suggested higher positive correlations among the factors. 이 연구의 목적은 운동참여 정도에 따른 시각장애학생의 정신건강 수준을 밝혀 시각장애학생의 스포츠 활성화 방안을 위한 기초 자료를 제공하고자 하였다. 이를 위해 전국 12개 시각장애학교 중ㆍ고등부학생 263명을 대상으로 설문지를 조사ㆍ분석하였다. 연구 결과는 첫째, 전반적인 정신건강 수준은 대인예민이 가장 높았고, 불안증이 가장 낮았다. 둘째, 성별 전체 정신건강 수준은 남학생이 여학생보다 높았고, 하위요인별로는 강박증, 공포증, 대인예민, 불안증, 신체화, 우울증 수준이 여학생이 남학생보다 높았다. 학교급별로는 중학생이 고등학생보다 적대감 수준이 높았고, 시력정도별로는 맹학생이 저시력학생보다 공포증과 대인예민 수준이 높았으며, 장애발생시기별로는 선천성 시각장애학생이 후천성보다 불안증 수준이 높았다. 셋째, 운동유무별로는 비운동집단이 운동집단보다 공포증과 불안증 수준이 높았고, 운동빈도별로는 공포증이 주당 6회~7회 운동하는 집단이 2회~3회 집단보다 높았으며, 정신증은 주당 6회~7회 운동하는 집단이 4회~5회하는 집단보다 높았다. 넷째, 시각장애학생의 정신건강에 영향을 미치는 요인에 대한 관계는 운동집단과 비운동집단 뿐만 아니라 전체 집단에서도 하위영역간의 높은 정적인 상관관계가 나타났다.

취학 전 맹유아의 흰지팡이 사용에 관한 고찰

이해균 韓國視覺障碍硏究會 2002 시각장애연구 Vol.18 No.-

Until now, there has been a lot of issues concerning the use of the cane of preschool blind children owing to the discussion of pros and cons. The purpose of this study is to review and analyze stressing a lot of theories and investigations concerning these issues. Accordingly this study reviewed and discussed the traditional arguments against the early introduction of cane and the potential merits of the early use of cane. Conclusively, in the early use of cane, the items, taken into consideration, and the instructive strategies of early cane were suggested.

약시학생의 큰문자독서와 약시경 독서의 효율성 비교

이해균 한국시각장애교육·재활학회 1993 시각장애연구 Vol.9 No.-

약시학생을 위한 적합한 독서매체에 대한 선택문제가 오래동안 궁지에 빠져있었다. 초기 프로그램의 큰 준자 자료들은 눈에 불필요한 스트레스를 피하는데 도움을 주었으며, 시력활용 중요성의 변화와 함께 Barraga연구(1964)에 의해 여러 부분에서 시작되었다. 많은 연구들은 큰 문자, 정상문자,약시경으로 정상문자 읽기 등 다양한 형태를 탐구했는데, 큰 문자 자료의 광범위한 사용을 뒷받침하는 실험적인 증거를 발견하지 못했다.

시각장애학생과 정안학생의 한글맞춤법 사용 비교 연구

이해균,차향미 국립특수교육원 2004 특수교육연구 Vol.11 No.2

본 연구는 시각장애학생과 정안학생의 한글맞춤법에 관한 사용 실태를 조사 비교하여, 시각장애학생의 한글맞춤법 지도의 교육자료로 활용하는 데 목적을 두고 있다. 이를 위해 중학부 3학년 시각장애학생 22명과 정안학생 44명을 대상으로 맞춤법의 사용 실태를 유형별로 조사한 바, 그 결과를 요약하면 다음과 같다. 첫째, 한글맞춤법 중 '소리에 관한 것'은 시각장애학생과 정안학생 간에 차이가 없다. 둘째, 한글맞춤법 중 '형태에 관한 것'은 시각장애학생이 정안학생보다 오류율이 높게 나타났으며, 통계상 두 집단 간에 유의한 차이가 있다. 특히 '-이오'와 '-이요'의 구별 중 '과일을 드시오', 모음조화 규정 중 '아름다워', '가까워', 사이시옷 규정 중 '전세방', '초점', 준 'ㅎ' 규정 중 '흔타'에서 시각장애학생이 정안학생보다 오류율이 높은 반면, 준 'ㅎ' 규정 중 '경악게'에서는 시각장애학생이 정안학생보다 오류율이 낮다. 셋째, 한글맞춤법 중 '그 밖의 것'은 시각장애학생과 정안학생 간에 차이가 없다. 그러나, 부사형 끝음절 ‘이/히’의 구별 중 '가까이', 어미 규정 중 '내가 할까'에서 시각장애학생이 정안학생보다 오류율이 높은 것으로 나타났다. This study has the purpose of making it possible to use guidelines of the basic data to the visually impaired students, in comparison with having any difference, after searching for investigating the actual conditions of the errors in the Rules of Korean Spelling Systems between the visually impaired students and the sighted students. In order to accomplish this object, the subjects of this study are 22 visually impaired students and 44 sighted students who got the K-WISC linguistic test of 90-120, and they have to choose right checking at question paper which is composed of 60 words. The results are as follows: First, there is no difference between the visually impaired students and the sighted students, in the errors of 'regarding to the sounds', one of the Rules of Korean Spelling Systems. Second, in the errors of 'regarding the morphophonemics', one of the Rules of Korean Spelling Systems, the percentage of the visually impaired students is remarkably higher than that of the sighted students, and some significant differences appeared in statistics. Especially, the percentage of error of the visually impaired students is higher than that of the sighted students in one of the distinction of '-이오(io)' and'-이요(iyo)', '과일을 드시오(gwa-il-eul deu-si-o)' and one of the rules of vowel harmony, '아름다워(a-reum-da-wo)', '가까워(ga-kka-wo)' and one of the rules of situation of a consonant(ㅅ:sai-siot) of placed under a vowel, '전세방(jeun-se-bang)', '초점(cho-tjeom)' and the shortened 'ㅎ' rules, '흔타(heun-ta)'. However, the percentage of error of the visually impaired students was lower than that of the sighted students in one of the shortened 'ㅎ' rules, '경악게(kyeong-ak-ge)'. Third, there is no difference between the visually impaired students and the sighted students, in the errors of 'regarding to the others', one of the Rules of Korean Spelling Systems. But the percentage of the visually impaired students is higher than that of the sighted students in the distinction of '이/히(i/hi)' of ending syllable of an adverb, '가까이(ga-kka-i)' and one of the rules of ending of a word, '내가 할까?(nae-ga hal-kka?)'.

약시학생의 확대 독서 매체에 따른 읽기효율성 연구

이해균 한국시각장애교육·재활학회 1995 시각장애연구 Vol.11 No.-

약시아동의 초기 학습지도에서 시각장애아 교사와 부모가 직면한 가장 어려운 문제 중의 하나는 묵자와 점자 중 어는 것으로 지도할 것인가를 결정하는 일이었는데, 약시아동을 위한 적합한 확대독서매체의 선택 문제가 오랫동안 논란의 대상이 되었다. 초기 교육프로그램의 확대문자 자료들은 눈에 불필요한 스트레스를 피하는데 도움을 주었다고 생각했으며, 또한 많은 연구자들은 확대문자,정상문자,확대경에 의한 정상문자 읽기 등 다양한 형태를 탐구하여, 약시아들이 확대경으로 독서하는 것은 확대문자로 독서하는 것 만큼 효과적이라고 했다.

시각장애학교 미술교육의 실태 분석

이해균,이우영 韓國視覺障碍硏究會 2001 시각장애연구 Vol.17 No.-

The conclusions based on the findings of this study are as follows: First, it seems that art education is not carried out actively in the schools for the visually impaired. Among 12 schools for the visually impaired nationwide, only 4 schools have art teachers who majored in art. Art activity rooms for the students as well as various teaching tools. and materials were also insufficient. Especially, art textbooks for the students with visual disability have not been developed yet. Second, the areas of interest in the students with visual impairment are craft, design, and sculpture. The students tend to like the art subject, and the tendency is higher in elementary school students than middle and high school students. In addition, the students prefer classes focused on practical techniques. Third, in general, students with visual impairment positively perceive the necessity of art education. However, their interest in art education and their perception of its effectiveness were moderate: 54.2% of the students said art education was necessary; 42.2% expressed their interest in art education; and, 39.5% said art education was effective. As a whole, the students generally expressed positive opinions about the necessity of art education, while their interest and perceived effectiveness of it seemed to be in the medium level. Fourth, concerning their interest in art education, perceptions of the students with visual impairment were generally positive. The highest number of students chose the answer, "I'm interested in various colors", and their interests seem to be higher in elementary school students than middle and high school students. Fifth, art education is recognized to be effective by the students. The highest number of students chose the answer, "I feel joy in the process of taking art education, or making art works". The effectiveness seems to be higher in elementary school students than middle and high school students.

시각장애학생의 진로교육

이해균 국립특수교육원 1995 현장특수교육 Vol.2 No.4