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The Clustering Characteristics of the Education Environment on the Self-Awareness Hearing impairment, Deaf Identity, and Deaf Culture of College Students with Hearing Impairment
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청각장애대학생의 청각장애 인지, 농정체성, 농문화 인식에 미치는 교육환경의 군집적 특성

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Type
Academic journal
Author
Journal
한국청각언어장애교육학회 한국청각언어장애교육연구 한국청각언어장애교육연구 제11권 제1호 KCI Accredited Journals
Published
2020.1
Pages
1 - 20 (20page)

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The Clustering Characteristics of the Education Environment on the Self-Awareness Hearing impairment, Deaf Identity, and Deaf Culture of College Students with Hearing Impairment
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The purpose of this study was to investigate the clustering characteristics of the educational environment that influenced the college students with hearing impairment in their self-awareness of hearing impairment, deaf identity, and deaf culture. Data were collected from 389 students who were hearing impaired students in universities nationwide. The questionnaire used the same 6 items of self-awareness of hearing impairment, 7 items of deaf identity, and 6 items of deaf culture developed by Jung-woo Lee(2015). Through the factor analysis and the reliability analysis, t-test was conducted for the verification of the difference between the inclusive education and the special school. The results of the study were as follows: First, students with hearing impairment perceived their hearing impairment as a physical disability regardless of their educational environment, but perceived no discomfort in school and social life. Second, the clustering characteristics of the educational environment for the deaf identity of the hearing impaired students were different according to the content of the questions. Third, the characteristics of the educational environment were not the main factor that provided discrimination in the perception of hearing impaired students. In conclusion, in this study, hearing impaired students' perception of hearing impairment and perception of deaf culture were formed as a variation of social activity approach with physical characteristics such as discomfort in hearing and speaking, but in certain contents of deaf identity, the educational environment differed from recognition.
#hearing impairment #self-awareness of hearing impairment #deaf identity #deaf culture #educational environment

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References (32)

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구명성 / 2019 / 특수교사가 인식하는 청각장애학생의 정체감, 직업효능감, Holland 모형의 구조 관계 연구 / 한국청각언어장애교육연구 10(2):1~22 dbpia 권순황 / 2014 / 청각장애학생 공통교육과정 운영에 관한 연구 / 한국청각언어장애교육연구 5(2):1~19 dbpia 권순황 / 2016 / 교육과정 변천에 따른 청각장애 교육과정 적합성 고찰 / 한국청각언어장애교육연구 7(2):1~21 dbpia 박찬영 / 2014 / 특수학급 교사와 원적학급 교사의 농문화에 대한 인식 비교 / 특수교육저널:이론과 실천 15(1):55~77 google schola 신환희 / 2019 / 인공와우 착용 성인의 농문화 경험 / 특수교육저널:이론과 실천 20(3):157~181 Crossref

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