일본 시청각장애인 현황과 지원 실태 분석

박경란(Park, Kyung-Ran) 한국청각·언어장애교육학회 2020 한국청각·언어장애교육연구 Vol.11 No.2

이 연구에서는 일본 시청각장애인 현황 및 지원 실태를 살펴보고 한국 시청각장애인 지원 정책 수립을 위한 시사점을 찾고자 하였다. 이 연구의 수행을 통해 얻은 결과는 다음과 같다. 첫째, 일본에서는 시청각장애에 대한 법적인 정의는 아직 확립되어 있지 않으나 관습적으로 ‘맹농(盲聾, 모로)’으로 사용되고 있으며, 보이는 정도와 들리는 정도에 따라 전맹농, 약시농, 전맹난청, 약시난청으로 분류한다. 일본 시청각장애인 인구는 13,952명으로 추정하고 있으며, 70대 이상의 연령대가 높은 비율을 차지하고, 시각을 기반으로 한 맹농인 비율이 높다. 둘째, 일본 시청각장애인 자립 및 사회참여를 위한 지원 정책을 살펴본 결과『장애인종합지원법』에 따라 지역생활지원사업 중 ‘의사소통지원’과 자립지원급여 중 ‘동행원호’를 주요 지원 사업으로 실시하고 있었다. 특히, 의사소통지원을 위한 맹농인 통역·개조원 양성과 파견은 맹농인의 의사소통 및 정보 접근을 보장하는 핵심적인 지원 정책이다. 셋째, 일본 시청각장애인 지원을 위한 공공/민간단체의 지원 실태를 살펴본 결과 ‘전국맹농인협회’에서 맹농인 통역 지도자 양성 등 후생노동성 위탁 사업 등을 수행하고 있었다. 또한 전국적으로 설치된 ‘맹농인친우회’에서 통역·개조원 양성과 파견 업무를 수행하고, 맹농인의 의사소통, 생활, 전자기기활용 훈련 등을 실시하고 있었다. The purpose of this study is to find implications for the establishment of policies to support the deaf-blind in Korea by analyzing the current state and status of support for the deaf-blind in Japan. The results of the study are as follows. First, the legal definition of ‘deaf-blindness’ has not yet been established in Japan, but they are conventionally called the ‘deaf-blind(盲聾, Mourou).’ The degree of visibility and hearing classifies them; deaf-blind, low vision-deaf, blind-hard of hearing, and low vision-hard of hearing. The estimated number of deaf-blind in Japan is around 13,952. People in their 70s to 90s account for 71 percent. The ratio of the deaf-blind based on vision is high. Second, according to the support policy for the deaf-blind in Japan, provisions supporting the deaf-blind are not directly specified in the Act. Whereas the ‘communication support’ among community life supporting projects and ‘accompanying assistance’ among independent supporting benefits aid the deaf-blind in『Disabled People Assistance Law』. In particular, the training and dispatch of interpreter-caregivers who help communication of the deaf-blind is a key support policy that guarantees the deaf-blind’s communication and access to information. Third, the examination of the status of support for the public and private organizations for the deaf-blind in Japan reveals that the ‘Japan Deaf-blind Association’ carries out the Ministry of Health, Labor and Welfare consigned business including training of interpreters for the deaf-blind under the Act. Besides, the nationwide ‘Self-help Organization of the Deaf-blind’ trains and dispatches interpreters-caregivers. It also provides training for communication, daily lives, and the use of electronic devices to accomplish the independent living of the deaf-blind.

성폭력의 재현 : 폴라 보겔의 Hot ‘N’ Throbbing

박경란(Park Kyung Ran) 한국현대영미드라마학회 2011 현대영미드라마 Vol.24 No.2

In Hot ‘N’ Throbbing, Vogel explores the seriousness of domestic violence in American society, after witnessing violence in an heterosexual relationship while she was working on it. Through this play, Vogel relates pornography to sexual violence as pornography debases women into sexual objects and injects into men the ideology that men can do whatever they want with women. The number of the victims is on the rise with the development of the media and technology. Pornography propagates the ideology of male power and domination in society further where nearly nothing can stop this status quo. The play revolves around Charlene, a single parent, who supports her children, and her work - writing the scripts for erotica. Even though Charlene insists that erotica is different from pornography, in most cases, they represent the same in terms of nudity, obscenity and heterosexuality. The erotica Charlene writes influences the members of the family. The daughter wears scanty clothes; the son is indulged in voyeurism instead of going out with girls; herself as a sexual object in her erotica; and the ex-husband, a wife-beater and alcoholic, consume pornography and buys prostitutes. Vogel’s play depicts the archetype of a dysfunctional family in contemporary America. The ex-husband, Clyde dares to visit Charlene despite the restraining order by the court. Charlene shoots him for self-defence, but Clyde, angered by her reaction to the firing and jealousy of unspecific men for whom, Clyde assumes, Charlene might have prepared some type of protection - this time, condom, Clyde strangles her with his belt. The dramaturgy alienates the audience from the violent action by incorporating in the play the two characters, Voice-over and Voice, positioned on either margin of the stage. Voice-over represents the Actress of the Foxy Lady, and also narrates Charlene’s script and her inner voice through the microphone. The Voice plays the club proprietor, the bouncer, and the inner voice of Clyde and enacts some lines related to sex from the works of Krafft-Ebing, D. H. Lawrence, Henry Miller and James Joyce with each of their accents respectively. The setting of the stage also represents the reality and fantasy, sometimes mixed up in Charlene’s erotica. The dramaturgy reveals the fantasy can become a reality in pornography.

청각장애학생의 의미범주별 연결어미 사용 특성에 관한 연구

박경란 ( Kyung Ran Park ) 한국특수교육문제연구소 2013 특수교육저널 : 이론과 실천 Vol.14 No.1

이 연구는 청각장애학생의 의미범주별 연결어미 사용 특성을 검토하기 위해 청각장애학교에 재학 중인 초등부 4학년, 중등부 1학년, 고등부 1학년 학생을 각각 40명씩 연구 대상으로 선정하였으며, 비교 통제집단으로 일반 초등학생 2학년에서 4학년 학생을 각각 40명씩 선정하여 연결어미 사용능력 검사를 실시한 후 세 가지 연구 문제를 설정하여 결과를 분석하였다. 연구 결과를 요약하면 다음과 같다. 첫째, 의미범주별 연결어미 사용에 있어서 건청학생과 청각장애학생 집단 간에 통계적으로 유의미한 차이가 나타났다. 의미범주별 정답률 순위를분석한 결과, 두 집단 간 순위의 차이는 다소 있었으나, 전체적인 순위의 일치성은 인정되었다. 어미 형태의 난이도에 따른 분석 결과, 건청학생은 난이도 간 유의미한 차이가 발견되지 않았으나, 청각장애학생은 난이도 간 현저한 차이가 나타났다. 둘째, 의미범주별 연결어미 사용에 있어서 언어능력에 따른 청각장애 집단 간에 통계적으로 유의미한 차이가 나타났다. 의 미범주별 정답률 순위를 분석한 결과, 언어능력 상집단과 중집단은 유사한 경향성을 나타냈으나, 하집단은 상위 두 집단과 차이가 있었으며, ‘나열(단순)’의 의미범주가 월등이 높은 정답률을 차지했다. 셋째, 연결어미 전체 정답률에 있어서 연령에 따른 청각장애 집단 간에 통계적으로 유의미한 차이가 나타나지 않았으나, 의미범주에 따라 유의미한 차이가 나타났다. 의미범주별 정답률 순위를 분석한 결과, 초등집단과 고등집단은 유사한 경향성을 나타냈으나, 중등집단은 다소 차이가 있었다. The purpose of this study was intended to diagnose the problems of the structures of complex sentences and to find an appropriate guidance for teaching how to make sentences by examining the characteristics of connective ending use by semantic categories for the students with hearing impairment. For this, 40 students who are elementary 4th year, middle 1st year and high 1st year of school for the deaf were selected as subjects of this study, and 40 students who are from 2nd year to 4th year of a general elementary school were selected as comparison groups. After conducting tests for connective ending use, three subjects for the inquiry were chosen and analyzed. The results of this study are as follows. First, there was a statistically significant difference between the groups of normal students and hearing impaired students in the use of connective ending use. According to the analysis of the rankings of the accuracy rates, there was a little difference between two groups, but the correspondence of the overall rankings was acknowledged. In the analysis of difficulties of connective ending forms, there was no difference of the normal students’ accuracy rates but there was a significant difference of the hearing impaired students’. Second, there seemed a statistically significant difference in the semantic categorized ending use among the groups of the hearing impaired students by language levels. According to the results of the accuracy rates rankings, there seemed like similarities between high-level and the middle language skill groups, but there was a significant difference compared to the lowlevel language skill group. Lastly, there appeared no statistically significant differences of total accuracy rate by the groups of the hearing impaired students by ages but there seemed to be significant differences by the semantic categories. In the analysis of the rankings of the accuracy rates by semantic categories, there was a similarity in the groups between elementary and high school students but a difference in the group of the middle school students.

학교-가정협력 통합발달 프로그램이 농중증,중복장애아 어머니의 의사소통태도 변화에 미치는 영향

박경란 ( Kyung Ran Park ),박미정 ( Mee Jung Park ) 한국특수교육문제연구소 2014 특수교육저널 : 이론과 실천 Vol.15 No.2

이 연구에서는 학교-가정협력 통합발달 프로그램이 농중증ㆍ중복장애아 어머니의 의사소통태도 변화에 미치는 영향을 알아보고자 세 명의 농중증ㆍ중복장애아동을 선정하고 그들의어머니를 연구 대상자로 삼았다. 연구 설계는 대상자간 중다 간헐 기초선 설계로 하였으며, 연구자의 모델링에 따라 중재자인 어머니가 매일의 일과 중에 가정에서 학교-가정협력 프로그램을 실시하고, 주 2회 학교 개별지원실에서 자녀와 연구 대상 어머니의 상호작용 장면을 녹화하여 ‘눈맞춤하기’, ‘즉시 대응하기’, ‘말소리 조절하기’, ‘기다려주기’ 측면에서 의사소통태도의 변화를 분석하였다. 연구 결과, 학교-가정협력 통합발달 프로그램은 연구 대상어머니의 ‘눈맞춤하기’, ‘즉시 대응하기’, ‘말소리 조절하기’ 태도에 긍정적 영향을 미쳤으나, ‘기다려주기’ 태도에서는 큰 변화가 나타나지 않았다. 이러한 결과는 학교-가정협력 통합 발달 프로그램이 농중증ㆍ중복장애아 어머니의 의사소통태도를 향상시키는 효과적인 중재전략임을 시사한다. The study focused on the effect of school-home comprehensive development program on a change of communication attitudes of mothers of each of the three deaf children with severe and multiple disabilities. The study applied a research plan of multiple probe design across subjects. As per a modeling of a researcher, the mothers conducted the school-home comprehensive development program in their daily routines at home. The researcher recorded the scenes of interaction between the children and the mothers two times per week to analyze the changes in the mothers’ communication attitudes in perspectives of ‘eye contacting’, ‘immediately responding’, ‘controlling voice tones’ and ‘waiting’. As a result, the program proved to be positive in affecting ‘eye contacting’, ‘immediately responding’, and ‘controlling voice tones’, but not ‘waiting’. This result states that the school-home comprehensive development program is effective in improving communication attitudes of the mothers.

사라 다니엘즈의 『걸작들』에 나타난 극의 서사구조

박경란(Park, Kyung Ran) 미래영어영문학회 2016 영어영문학 Vol.21 No.2

This paper explores the relationship between pornography and its impact on male violence against women. Sarah Daniels"s Masterpieces, premiered in London in 1983, has given rise to heated arguments and debates on the seriousness of pornography which influences male view of women. Pornography traps and silences women in an image and objectifies them as commodities. Women in the sex industry may have volunteered to work there, but in the course of their work, they feel humiliated, making other ordinary women feel the same when they see pornography in advertisements, magazines and films. However, men engaged in the sex industry brag that their business is legal and profitable, as they pay tax. They do not feel guilty to objectify women as commodities. Different forms of pornography are easily accessible at home, workplace and streets in everyday life and deeply immersed in male culture and their views on women. To change this socially constructed misogynist nature of pornography, Daniels uses the elements of the epic theatre, developed by Bertolt Brecht in order to prevent the audience from sympathizing with male violence against women on stage. The dramatist abruptly interferes with the flow of the scenes and intersperses them with monologues, voices over, jokes, dances and music. The play, composed of these scenes, is more like a montage. The technique induces the audience to try to put the scenes together like a jigsaw puzzle and to think over the subject, by detaching themselves from the action on stage. With a sudden change of scenes, each scene is compared and contrasted to one another, making each scene a focal point and thus bringing about the maximum effect. Daniels aims to correct the social structure of male domination and to lead the audience to think about the seriousness of pornography through the application of the epic theatre to her paly.

대학교 졸업반 학생의 취업 스트레스와 영향 요인

박경란(Park, Kyung Ran),박호란(Park, Ho Ram) 한국보건간호학회 2005 韓國保健看護學會誌 Vol.19 No.2

의미구조형성 문장지도가 청각장애학생의 문법형태소 사용에 미치는 영향

박경란(Kyung Ran Park) 한국언어치료학회 2008 言語治療硏究 Vol.17 No.4

The purpose of this study was to examine the effects of sentence instruction by semantic structure formating on grammatical morpheme use for four students with hearing impairment. Those students employed in this study showed delay in acquisition of grammatical morpheme and literacy development. The major results obtained through this study are as follows.First, the sentence instruction by semantic structure formating had positive influences on the use of grammatical morphemes for students with hearing impairment, however it became clear that misuse in specific sentences still remained. The results from the test of grammatical morpheme ability were presented in three cases such as: 1) a student that showed an immediate increase of the number of correct responses after receiving the instruction of particles and endings; 2) a student that showed little change during a certain period of time, but the increment was remarkable in the time when instruction had ended completely; 3) a student that showed confusion in the use of grammatical morphemes after intervention.Second, From the investigation of patterns of misuse, it revealed notable errors of particles in 'receive sentence' and 'causative sentence'. And difficulties were presented in the use of conjunctional endings more than embedded endings. Among conjunctional endings, there were more salient misuses of subordinate conjunctions than coordinate conjunctions, specially in '-dorock(-도록)' and '-geodeun(-거든)'.

일본 농학교 교육과정 변천에 관한 연구

박경란(Park Kyung-Ran) 이화여자대학교 특수교육연구소 2010 특수교육 Vol.9 No.3

본 연구는 일본 농학교 교육과정 변천 과정을 고찰하여 한국 청각장애교육의 세 가지 주요 과제에 대한 시사점을 도출하고자 하였으며, 이들 과제에 대해 일본 농교육이 주는 시사점은 다음과 같다. 첫째, 장애의 중증ㆍ중복화와 통합교육 및 인공와우시술 확대에 따른 과제로, 일본은 농학교의 환경 변화에 대응하기 위해 농학교가 농학교 학생뿐만 아니라, 일반학교의 청각장애학생들을 지원하는 ‘지역 특수교육의 중심적 역할’을 수행하도록 강조하고 있다. 우리나라에서 농학교가 농교육 전문기관으로서 그 정체성이 확립되기 위해서는 ‘지역 청각장애교육 지원센터’로서 농학교가 재구조화되어야 한다. 둘째, 청각장애학생들의 낮은 학업성취 수행능력에 대한 과제로, 일본에서는 농학생들의 학력저하 문제를 ‘언어지도 방법’ 개선과 ‘교사의 전문성’ 강화를 통해 해결하고자 하고 있다. 향후 우리나라에서 농학교 교사의 전문성 강화를 위해서는 특수교사 양성과정의 조정 또는 양성에 있어서 교육과정의 개편이 요구된다. 셋째, 언어적 특수성에 따른 농교육 재구성에 대한 과제로, 일본은 교육과정에서 수화를 농학생의 의사소통 수단으로 인정하고, 청각장애교육에 관한 주요 보고서에서 자연수화를 농학교의 기본적인 의사소통 수단으로 사용하도록 강조한다. 이러한 견해는 ‘장애인 당사자’를 존중하는 교육 실천으로, 향후 농교육이 ‘농학(Deaf Studies)’의 관점에서 재구성되어야 함을 시사한다. This study was to suggest the implications of three main issues of education for the deaf in Korea by reviewing the courses of study(?習指導要領) of schools for the deaf in Japan. In Japan, the courses of study of schools for the deaf are based on the courses of study of regular schools. Looking at the process of change in courses of study, initially the courses of study of schools for the deaf concentrated on oral education, based on lip reading and speech training. From 1957, however, language education changed toward speech therapy through auditory utilization. However, doubts emerged about outcomes of the oral-only approach. Therefore, the partial use of sign language was encouraged in the 5th amendment(1989). The low academic achievement of deaf students became a problem. As a result, curriculums for the lower grades were continuously used by deaf schools. The term ‘caring?training(養護?訓練)’ which reflected the characteristics of students with disabilities, was established in the 3rd course of study(1970), and this term was subsequently changed to ‘independent living(自立生活)’ by the 6th revision. In the 4th revision, total instructional hours were reduced and ‘composure(ゆとり) and faithfulness(充?)’ were emphasized. Furthermore, the discretionary time of schools was used to encourage distinctive educational activities in deaf schools. The instructional hours for main subjects were reduced substantially by the introduction of a five-day-week system and the establishment of ‘comprehensive learning hours(?合的な?習時間)’ in the 6th revision(1999). Because of reduced instructional hours for the main subjects, a drop in achievement levels became a problem. The recent revision of the course of study(2009) emphasizes adhering to basics and obtaining a ‘solid educational background(確?な?力)’.

특수교육 저널: 이론과 실천 : 한국과 일본의 특수교육 지원에 대한 지역 실천 사례 연구

박경란 ( Kyung Ran Park ),박미정 ( Mee Jung Park ) 한국특수교육문제연구소 2015 특수교육저널 : 이론과 실천 Vol.16 No.3

이 연구에서는 한국과 일본의 특수교육 지원에 대한 지역 실천 사례를 분석하여 우리나라 특수교육지원센터 운영의 활성화 및 특수교육 지원의 고도화를 위한 시사점을 탐색하고자 하였다. 이를 위해 지역 특수교육의 센터적 역할을 담당하고 있는 기관을 각각 하나씩 선정하여 실천하고 있는 지원 내용을 비교·분석하고, 네 관점에서 시사점을 도출하였다. 첫째, 지원대상으로 한국은 모든 장애 영역의 학생을 대상으로 지원이 이루어지나, 일본은 장애 영역별로 구분되며, 학교 컨설팅을 통해 일반학교 교원의 전문성 함양에 기여한다. 둘째, 지원 내용으로 한국은 ‘진단.평가’와 ‘순회교육’의 기능에 주력하고 있는 반면, 일본은 학교교육 담당인력에 대한 전문가적 지원을 더 강조하고, 이와 함께 아동 및 보호자에 대한 취학지원이나 상담에 비중을 둔다. 셋째, 인력 구성의 전문성으로 한국은 특수교사와 치료사를 중심으로 구성되어 있으나, 일본은 특수교사, 전문 상담사, 대학 교수로 구성되어 있다. 마지막으로 자료관리 측면에서 한국은 센터 운영 자료 등의 관리가 다소 미흡하나, 일본은 센터 개설 이후부터 관련 자료가 꾸준히 보관되어 있다. This study investigated the local practical cases of supports for special education in Korea and Japan to invigorate the operations of special education support centers in Korea and to sophisticate the supports for Korean special education. One center from each country was selected and each of their application contents was compared and analyzed with that of the other to deduct implications from four different perspectives. First, in terms of the eligibility, the supports for the special education support centers in Korea are equal regardless of the types of disabilities, while the supports are determined by the types of disabilities in Japan. School consulting system in Japan contributes to the professionality of faculty in regular schools. Second, in terms of the contents of the supports, Korean system focuses on the functions of ‘assessment’ and ‘itinerant education’, while Japanese system emphasizes the need for professional workers in school education and for supporting admission and consultation for students and their guardians. Third, in terms of professionality of faculty organization, Korean system is composed of special instructors and therapists, while Japanese system is composed of special instructors, professional consultants, and university professors. Lastly, in terms of database management, the data stored as a record of center operations in Korea is quite insufficient, while related data is well maintained since the foundation of the center in Japan.

특수교육지원센터의 청각장애학생 교육지원 실태 및 지원 요구 조사

박경란 ( Park Kyung-ran ),박미정 ( Park Mee-jung ) 대구대학교 한국특수교육문제연구소 2018 특수교육저널 : 이론과 실천 Vol.19 No.3

이 연구는 일반학급에 통합된 청각장애학생에 대한 특수교육지원센터의 교육지원 실태를 살펴보고 효율적 운영을 위한 지원 요구를 파악하고자 77개 특수교육지원센터 교사의 설문결과를 분석하였으며, 이에 따른 연구 결과를 제시하면 다음과 같다. 첫째, 특수교육지원센터의 청각장애학생 교육지원 실태를 살펴본 결과, 전반적으로 ‘진단·평가’ 영역의 세부 지원항목의 실시 빈도가 높은 것으로 나타났다. 실시 빈도가 가장 높았던 세부 지원 영역은 ‘보조공학기기(FM보청기 등) 대여’였고, 다음으로 ‘학생 및 부모 상담 평가’와 ‘일반학교 담임교사 및 특수교사 상담 평가’ 순이었다. 둘째, 특수교육지원센터의 청각장애학생 교육지원 요구를 살펴본 결과, 전반적으로 ‘진단·평가’ 영역의 세부 지원 항목의 지원 요구가 높은 것으로 나타났다. 지원 요구가 가장 높았던 세부 영역은 ‘보조공학기기(FM보청기 등) 대여’였고, 다음으로 ‘학생 및 부모 상담 평가’와 ‘보조공학기기 사용법 교육’ 순이었다. 셋째, 특수교육지원 센터의 청각장애학생 교육지원 실태와 지원 요구 간 차이를 살펴 본 결과, ‘언어치료’, ‘청력검사’, ‘청능훈련’, ‘진로·취업 지도 및 지원’, ‘일반학생 대상 청각장애 이해교육’ 영역에서 지원 실태에 비해 지원 요구가 높게 나타났다. This study analyzed the 77 survey results of the teachers from Special Education Support Centers, in order to investigate the actual condition of the educational support the hearing-impaired students integrated in regular classrooms receive from the Special Education Support Centers and to understand the demand for support in terms of efficient management. The findings are the following. First, as a result of examining the actual state of educational support for the hearing-impaired students at the Special Education Support Centers, high frequency of implementation in detailed support areas of the 'Diagnosis and Evaluation' section was observed. Second, as a result of examining the demand for educational support for the hearing-impaired students at the Special Education Support Centers, high demand for support in the detailed support areas of the ‘Diagnosis and Evaluation’ section was observed. Lastly, as a result of analyzing the difference between the actual support and the demand for support from hearing-impaired students at the Special Education Support Centers, the demand for support was higher than the actual support in the areas ‘Language Therapy’, ‘Audiometry test’, ‘Auditory Training’, ‘Career Education and Support’, and ‘Educational Program for General Students for Understanding Hearing Impairment’.