시각중복장애 학생의 몸짓상징 의사소통 활용 실태 및 지원요구에 대한 질적 연구: 부모와 특수교사의 경험과 인식을 중심으로 = A Qualitative Inquiry on Realities and Support Needs regarding Use of Simplified Manual Sign for Communication of Students with Visual Impairments and Multiple Disabilities based on Experiences and Pe

다국어 초록 (Multilingual Abstract)

Purpose: The objective of this study was to explore the experiences and needs for the use of simplified manual sign for communication of students with Visual Impairments and Multiple Disabilities. Method: Focus group interviews were conducted with 6 special teachers and 7 parents of students with disabilities. Results: The results of this research were summarized into 3 main themes and 12 sub-themes as follows; (1) Communication reality with students with visual impairments and multiple disabilities-communication difficulties with limited expression, one’s own efforts to communicate, (2) Awareness and attitude toward simplified manual sign as a means of communication-positive recognition, negative perception, (3) Need for support to develop simplified manual sign-consideration for development area and contents, consideration for simplified manual sign, need for support to use simplified manual sign-efforts to expand utilization, policy and institutional support needs. Conclusion: Participants experienced difficulties in communicating with students with visual impairments and multiple disabilities due to limited expression. As a result, they showed various demands and high expectations for the use of simplified manual sign.

국문 초록 (Abstract)

연구목적: 본 연구는 시각중복장애 학생의 몸짓상징을 사용한 의사소통에 대한 인식 과 요구를 살펴보기 위하여 실시되었다. 연구방법: 이를 위해 시각중복장애 학생을 지도하고 있는 6명의 특수교사와 7명의 시각중복장애 학생 부모를 대상으로 포커스그룹 면담을 실시하였다. 연구결과: 수집된 자료들을 분석한 결과 3개의 대주제와 12개의 하위주제가 도출되었다. 제시된 대주제와 하위주제는 (1) 시각중복장애 학생과의 의사소통 실태-제한된 표현 방식과 그로 인한 어려움, 의사소통을 위한 노력, (2) 의사소통으로써 몸짓상징에 대한 인식과 태도–긍정적 인식 요인, 부정적 인식 요인, (3) 몸짓상징 개발 방향과 요구- 개발 내용, 몸짓상징으로써 고려되어야 할 사항, 활용의 확대를 위한 노력, 정책적 및 제도적 지원 요구였다. 결론: 연구 참여자들은 시각중복장애 학생의 제한된 소통방식으로 인해 의사소통의 어려움을 경험하였다. 이에 따라 몸짓상징의 필요성에 대한 요구와 기대가 높은 것으로 나타났다. 본 연구 결과를 토대로 몸짓상징 개발을 위한 제안과 논의점을 서술하였다.

참고문헌 (Reference)

1 박경옥, "지체중복장애학생의 AAC 지원을 위한 학교 기반 교육 컨설팅에 대한 사례연구" 한국보완대체의사소통학회 6 (6): 79-103, 2018

2 배병덕, "중도･중복장애학생을 위한 의사소통 중재 효과에 대한 메타분석: 단일대상연구를 중심으로" 한국보완대체의사소통학회 6 (6): 41-77, 2018

3 정소영, "중도장애학생의 보완대체의사소통 평가 목록 우선순위" 한국특수아동학회 18 (18): 149-171, 2016

4 이효주, "언어재활사의 몸짓언어중재 실태와 ‘표준 몸짓언어 체계’ 개발의 필요성 조사연구" 한국언어치료학회 26 (26): 67-79, 2017

5 김경미, "보완대체 의사소통 활용 상대방 중심 질문하기 중재가 중도 뇌성마비 아동의 의사소통 상호작용에 미치는 효과" 한국지체.중복.건강장애교육학회 60 (60): 195-217, 2017

6 김경양, "가족-중심 보완대체의사소통(AAC) 중재가 자폐범주성 장애아동의 의사소통 능력과 가족 인식에 미치는 영향" 한국자폐학회 12 (12): 51-72, 2012

7 이효주, "‘중증의사소통장애 아동을 위한 Body Language 체계’의 이해 가능도 조사 연구" 한국지체.중복.건강장애교육학회 61 (61): 79-95, 2018

8 Park. E. H., "teaching- learning sourcebook of Simplified Manual Sign for Communication of Students with severe or multiple disabilities"

9 Trief, E., "The use of tangible cues for children with multiple disabilities and visual impairment" 101 : 613-619, 2007

10 Trief, E., "The selection of tangible symbols by educators of students with multiple disabilities and visual impairment" 104 : 499-504, 2010

11 Stoner, J. B., "The effectiveness of the picture exchange communication system with nonspeaking adults" 27 : 154-165, 2006

12 Bruce, S. M., "The application of Werner and Kaplan’s concept of “distancing” to children who are deaf-blind" 99 : 8-, 2005

13 Han, K. I., "The Status of AAC Researches and Intervention in Special Education Institutes of Gyeongnam and Busan" 3 (3): 31-55, 2015

14 Joo, H. S., "The Examining of the Interaction Facilitation Methods for Students with Visual Impairments and Multiple Disabilities in their Pre-intentional Communication Stage" Research Institute of The Korea Special Education 193-195, 2016

15 Lund, S. K., "Teaching young people who are blind and have autism to make requests using a variation on the picture exchange communication system with tactile symbols: A preliminary investigation" 38 : 719-730, 2008

16 Johnston, S., "Teaching functional communication skills using augmentative and alternative communication in inclusive settings" 25 : 263-280, 2003

17 Kaiser, A. P., "Supporting communication in young children with developmental disabilities" 7 : 143-150, 2001

18 Norshidah Mohamad Salleh, "Students with Visual Impairments and Additional Disabilities" 2010

19 Park, Y. H., "Simplified Manual Sign for Communication and AAC" 3-11, 2018

20 Merriam, S. B., "Qualitative research: A guide to design and implementation" John Wiley & Sons 2009

21 Morse, J. M., "Qualitative research method for health professionals" SAGE Publication 1995

22 Dimensions Behaviour Support team, "Professionals Communication systems for people with learning disabilities and autism" Dimensions Behaviour Support team 2015

23 M. Perez-Pereira, "Pragmatic functions of blind and sighted children’s language: a twin case study" 12 (12): 17-37, 1992

24 McLinden, M., "Learning through touch: Supporting children with visual impairments and additional difficulties" David Fulton 2002

25 Kleiber, P. B., "Foundations for Research: Method of Inquiry in Education and the Social Sciences" Lawrence Erlbaum Associate Publishers 87-102, 2003

26 Park, C. W., "Effectiveness of Talker Switch in AAC on Requesting and Symbol Use of A Young Child with Severe and Multiple Disabilities" 3 (3): 95-121, 2015

27 Park. E. H., "Basic Study on Simplified Manual Sign for Communication of Students with severe or multiple disabilities" National Institute of Special Education 2017

28 Beukelman, D. R., "Augmentative and alternative communication: Supporting children and adults with complex communication needs" Brooks Publishing 2005

29 함미애, "AAC 활용 수업에 대한중도·중복 지체장애학교 교사들의 경험과 요구" 한국지체.중복.건강장애교육학회 59 (59): 63-93, 2016

30 이재신, "AAC 활용 교사 연수 프로그램이 지체장애 특수학교 교사의 AAC 지식 및 적용능력과 교사효능감에 미치는 효과" 한국지체.중복.건강장애교육학회 61 (61): 313-337, 2018

31 Hetzroni, O., "A positive behaviour support : A preliminary evaluation of a school-wide plan for implementing AAC in a school for students with intellectual disabilities" 28 : 283-296, 2003

32 Rogow, S., "A Developmental Model Of Disabilities" 20 (20): 132-135, 2005

33 Whang, J. H., "A Case Study On the Development and Application of Overseas Simplified Manual Sign and Gesture Program for people with severe and multiple disabilities" 31-41, 2018