청각장애학생의 교육배치별, 학교급별 학교생활만족도 비교연구

Abstract

This study is intended to identify satisfaction of school life depending on the education distribution of hearing impaired students and classes. The study subjects were 27 students attending at special school for hearing impaired students located in the city of B, 37 students in the special class in regular school, and 27 students from full time regular class. Surveys with questionnaires were exploited for the study. Collected data were processed using SPSS statistical program, conducting Kruskal-Wallis inspection in order to analyze the results. The results of this study are summarized as follows. Firstly, hearing impaired students showed significant difference of satisfaction on the school lives depending on the education distribution. Satisfaction of hearing impaired students at special school turned out to be higher in all the areas than hearing impaired students from special classes with integrated environments and from regular classes. The satisfaction in education distribution was high in an order of special school, special class, and regular class. Secondly, there was no significant difference of satisfaction on the school life in each class at special school but with higher average of satisfaction in overall. Thirdly, the satisfaction on the school life of each class at special school did not show significant difference, but there was a difference in each class for class environment and learning activities. As for class environment, elementary schools showed the highest satisfaction, and middle and high school in an order. Satisfaction on the school for learning activities was high in an order of elementary, middle, and high school. Fourthly, satisfaction of hearing impaired students on the school life in each class at regular school became lower as the class grade went up. As shown in the special class, elementary school showed the highest satisfaction on the class environment and learning activities. Limitations of this study and suggestions for the follow up research are as follows. Firstly, this study did not consider a degree of hearing loss for hearing impaired students, identifying satisfaction on the school life depending on education distribution and class grade. In order to reflect requirements of hearing impaired students as to education environment, degree of hearing loss of hearing impaired students have to be distinguished, examining the rate of distribution at special school, special class, and regular class to inspect a type of education distribution that is preferred according to the degree of hearing loss. Secondly, satisfaction on the school life of hearing impaired students who transfer from special school for hearing impaired students to regular school has to be examined, comparing it with those of hearing impaired students who re-transfer to special school for hearing impaired students afterward to conduct in-depth research of difficulties that hearing impaired students confront in both regular school and special school for hearing impaired school. Third, this study has a limitation to generalize the result of study satisfaction of hearing impaired students on school life conducted on hearing impaired students attending school in the city of B. Follow-up study has to examine satisfaction of hearing impaired students in all over the nation on the education distribution to provide the most suitable education environment for hearing impaired students.