수화통역사의 직업 만족도 조사

국미경 ( Mi- Kyong Kuk ),박은영 ( Eun-young Park ) 한국특수교육문제연구소 2005 특수교육저널 : 이론과 실천 Vol.6 No.3

청각장애인에게 있어 가장 큰 어려움은 의사소통의 문제이다. 조기교육의 영향으로 많은 청각장애인들이 구어의 세계와 접하게 되고 있지만 나름대로의 한계가 분명히 있으며 농인은 별도의 입지에 놓여 있음이 분명하다. 건청인이 자신이 태어난 지역의 언어를 모국어로삼게 되듯이 농인의 모국어는 당연히 그들의 수화이다. 근래에 들어 장애인의 복지를 위한 이해의 증대에 힘입어 많은 사람들이 수화에 관심을 가지고 수화통역사에 도전하고 있지만 수화통역사 자격증을 취득한 후 아무런 활동도 하지못하는 비율이 매우 높은 실정이다. 본 연구에서는 2001년부터 2003년 까지 최근 3년간 수화통역사 자격증을 취득한 252명의 수화통역사를 대상으로 설문지를 보냈으나 이미 활동하지않고 수화통역 센타에서도 연계되지 않는 수화통역사의 수가 상당수에 이르러 설문지를 돌려받을 수 있는 대상이 절반에도 미치지 못했다. 이제는 새로운 직업의 한 영역으로 자리매김해야할 시점이라고 볼 수 있지만 특수한 여러 가지 여건과 사회봉사적인 관점이 강해 직업의 성격을 갖기에는 해결 되야 할 과제가 많기 때문이다. 지역 수화통역센터에서 농인에 관한 다양한 정보 제공 과 보수교육 등의 서비스를 제공하는 체계적이고 지속적인 도움이 수화통역사의 질적인 향상과 그에 따른 업무의 원활함 및 만족도의 향상에 도움을 줄 수 있다. 그 결과 수화통역사가 자신감과 만족감을 가지고 임하게 될 때 자타 간에 전문직이라는 인식이 뿌리를 내리고 직업의 안정성을 확립하게 될 것이다. This study was carried out for the purpose of finding out the feeling of their satisfaction actual condition of sign language interpreters. For this, I investigated 252 sign language interpreters licensed from 2001 to 2003 through an e-mail and mail survey and then I chose 90 answers to make a statistical analysis. The results of this research were as follows: A feeling of satisfaction of the interpreters licensed in the last three years ran as follows. Most of them answering these questions were satisfied below the average. but the full time interpreters and the interpreters attended actively supplementary instruction to improve their natural dispositions as a sign language interpreter and skills had highly a feeling of satisfaction. The average length of activity was about two to four years because there were many interpreters only for voluntary service. Since about a half of them hold two offices at the same time, they acted as a service to the public, and were restricted by time in many cases. Most of gatherings in local area did not practice, because there were not programs and public information. The rest of the meetings were for cultivating mutual friendship. A number of interpreters attended actively supplementary instruction to improve their natural dispositions as a sign language interpreter and skills to be an expert. It, however, was pointed out that they needed much cost and were not trained enough in professional skills. To make better this conditions, we should change the weak curriculum into the one related practical life and ensure an occupational stability and systematic educational system in order to activate interpreter``s activity. The interpreting center should offer much information for the deaf and dumb. Since I made only licensed interpreters an object of this research and the rate of withdrawing was low, it was not enough to generalize the results.

인형극 활동이 정신지체 아동의 수용언어 및 표현언어에 미치는 영향

국미경(Kuk Mi-Kyong),이희구(Lee Hee-Gu) 한국재활과학회 2004 難聽과 言語障碍 Vol.27 No.1

The purpose of this study was to examine the effect of doll play on the receptive language and expressive language of mentally retarded children. The subjects in this study were three selected mentally retarded children from special school. After the doll play physical activity and doll-making program were conducted in 10 sessions, the main doll-play program was implemented in 40 sessions. The findings of this study were as below: First, the verbal guidance program by doll play had an effect on enhancing the receptive language skills of the mentally retarded children. Though there was an individual difference between the three children in receptive language age, social age, cognitive ability and environment, Child 1 made a great progress in sentence comprehension, part of receptive language skills in which he was particularly interior, compared to rich expression skills. Child 2 also improved after the experiment, though his change wasn't so noticeable, compared to the other children. Child 3 showed the best change in the comprehension of sentence, tense, adjective, and interrogative. Second, the verbal guidance program by doll play had an effect on developing the expressive language skills of the mentally retarded children. The pretest and posttest showed that Child 1 made the greatest change in every area. Child 2 didn't show much improvement due to poorer cognitive ability and vocabulary skills, but he used subject and verb much more often than in the past that just a ,"vord or a syllable was used. Child 3. didn't make much progress in verbal skills, compared to his cognitive ability and verbal comprehension, but his use of logical and accurate expressions increased a lot in speaking with three syllables or about past experiences. As just three mentally retarded children were investigated as a case study, the findings of this study might not be generalizable. There are some suggestions based on the above-mentioned findings: First, exceptional children 'who lack attention span and learning spontaneity could be helped by doll play to be fully motivated and interactive in class. Therefore, it's needed to develop doll-play teaching programs tailored to different types of instruction and subjects and to provide organized, systematic teacher training. Second, as it's found in this study that doll play not only gives a positive impact on the receptive and expressive language of children but brings other areas change, the impact of doll play on the sociability, confidence and human relations of children should be studied deeply.

그림일기를 통한 언어지도가 정신지체아의 쓰기 능력에 미치는 영향

국미경(Kuk Mi-Kyong),조강인(Cho Kang-In) 한국재활과학회 2005 難聽과 言語障碍 Vol.28 No.1

  The purpose of this study was to examine the effect of language guidance by picture diary on the writing skills of mentally retarded children. The subjects in this study were three mentally retarded children from S special school elementary division for mentally retarded youth. The picture diary theme program was implemented in 30 sessions for 11 weeks, three or four times a week, 30 minutes each. To find out the effect of the language guidance by picture diary on their writing skills, pretest, mid-test and posttest were carried out by using 30 items that asked for inserting appropriate postpositional word, sentence linking and short composition.<BR>  The findings of this study were as below:<BR>  The language guidance by picture diary had an effect on improving the writing skills of the mentally retarded children. Every child showed the best improvement in sentence linking, followed by postpositional word inserting and short composition in the order named. Child 1 made the best progress, followed by Child 2 and 3 in the order named. In particular, the posttest showed that all the children made evenly high improvement in the three areas.<BR>  The composition instruction for mentally retarded students has often been disregarded on the ground that it"s more difficult to learn than the other verbal areas, speaking or reading. And it cannot be denied that school curricula have definitely overlooked the importance of composition. Therefore, these are some suggestions based on the above-mentioned findings: there should be sustained efforts to advise and encourage mentally retarded children to write a diary from elementary school and practice composition through life experiences.

초·중·고등학교 국어교과서에 나타난 장애관련 내용분석

국미경(Mi-Kyong Kuk),황순옥(Soon-Ok Hwang) 한국언어치료학회 2006 言語治療硏究 Vol.15 No.2

This study has been conducted to investigate the status of disability - related contents in regular curriculum for the successful integration of disabled children in regular schools and to consider a desirable direction for the 8th curriculum to proceed. For the purpose, I compared and analyzed the contents presented for those who are physically or mentally challenged in the Korean textbooks that have been the national common basic curriculum in 6th and 7th curriculum across grade levels. For Korean subject, I analyzed the total amount of disability -related contents, text types, disability - related learning styles, and the types of disability and facilities. These items were then quantitatively analyzed according to grade levels, the 6th and 7th curriculum textbooks were compared, and the changes in the amount of contents were examined according to school levels of elementary, middle, and high school. The results of this study were as follows.   First, the amount of disability - related content in Korean textbooks has been steadily increased. However, when it is viewed more specifically, the amount was rather decreased in 7th curriculum than 6th in elementary school, remarkably increased in 7th curriculum of middle school, and not represented at all in 7th curriculum of high school, which was a larger reduction than 6th curriculum. Second, of the text types, literary texts accounted for a larger percentage of disability - related contents than any other text types of Korean subject in both 6th and 7th curriculum. Of these, in elementary school, literary and non­literary textbooks showed similar amount of the contents in 6th curriculum, but in 7th, literary texts had more disability - related contents. In case of middle school, in both 6th and 7th curriculum, literary texts had more disability - related contents, while it was shown only in literary texts in 6th curriculum of high school. Third, in disability - related learning styles of Korean subject, the 7th curriculum contained far more various learning styles and more specific learning activities. Although, in the 6th curriculum, disability - related subjects were presented to simply attain the learning objective of Korean, in the 7th curriculum, it was represented to help cultivate students’ personalities with understanding of the handicapped through the disability - related learning activities. Fourth, with regard to the types of disability and facilities in Korean subject, a wider variety of the contents were represented in the 7th curriculum than the 6th. The types of disability were shown similar but the number was increased in elementary school. In case of middle school, the types of disability were multiplied and the number was also remarkably increased, but no disability facility was addressed. In high school, only a physically disabled type was addressed in the 6th curriculum.