聽覺障碍兒의 敎育方案 比較硏究 = A Study on the Effective Instruction Method in the Hearing-Impaired Children

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the most effective instruction method in the deaf.
For this purpose, 120 subjects is selected in the deaf children according to Intelligence, hearing loss and instruction methods. Their IQ range is from 90 to 109, hearing loss range from 70 ㏈ to 130 ㏈. And the subjects have been instructed to oral method (40 students), sign-fingerspelling method (40 students), simultaneous method (40 students), for 5.1 years.
Academic Achivement Test and Personality Test (Picture Frustration Test) are administered to the subjects.
The result of data analysis lead the investigator to the following conclusions:
In Academic Achivement, the sample with simultaneous method is significantly highest, and the sample with sign-fingerspelling is significantly higher than oral method. (P < .01) According to the hearing loss, the Academic Achivement of the severe hearing loss (70-89 ㏈) children is significantly higher than that of profound hearing loss (90 ㏈ and beyond) children (P <.01).
In personality, Extrapunitveness % of the P.F.T. (Picture Frustration Test) is signficantly highest with oral method sample, and sign fingerspelling method sample higher than simultameous method sample (P < .01). According to the hearing loss, E% of profound hearing loss children is significantly higher than that of severe hearing loss children.
Intropunitiveness % in the P.F.T is highest with simultaneous method sample, and lowest with oral method sample, (P < .05). According to the hearing loss, I% of the severe hearing loss children is significantly higher than that of profound hearing loss children.
Impunitiveness % in the P.F.T. is no differences according to the instruction methods (P > .05). According to the hearing loss, M% of the severe hearing loss children is significantly higher than that of the profound hearing loss children. (P < .01).
Obstacle-Dominance % in the P.F.T. is significantly highest with oral method sample, and lowest with simultaneous method sample (P < .05).
Ego-Defense % in the P.F.T. is highest with simultaneous method sample, and lowest with oral method children (P < .01).
Need-persistence % in the P.F.T. is highest with simultaneous method sample, and lowest with oral method sample (P<.05).
According to the hearing loss, O-D. E-D and N-P % of the P.F.T. is not significant differences.
Consequently, this results mean that the use of sign language and fingerspelling don't prevent the development of psychological functions in the hearing-impaired. On the other hand, the use of manual communication help the psychological - developments of hearing-impaired.

목차 (Table of Contents)

• Ⅰ. 緖 論
• 1. 硏究의 意義 및 目的
• 2. 先行硏究의 考察
• 1) 口話法에 관한 硏究
• 2) 手話法에 관한 硏究
• 3) 聽覺障碍兒의 敎育 Program에 대한 Moores 等의 縱斷的 評價
• 4) 聽覺障碍兒의 學力에 관한 硏究
• 5) 聽覺障碍兒의 性格에 관한 硏究
• Ⅱ. 硏究方法
• 1. 對 象
• 2. 道 具
• 3. 節 次
• Ⅲ. 結果 및 解釋
• 1. 敎育方法이 學力에 미치는 影響
• 2. 敎育方法이 性格에 미치는 影響
• 1) 外罰方向
• 2) 內罰方向
• 3) 無罰方向
• 4) 障害優位
• 5) 自我 防禦
• 6) 要求 固執
• Ⅳ. 結 論
• 參考文獻
• 英文抄錄