초록

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본 연구의 목적은 인공와우이식 아동들의 일반학교 통합 후 학교 수행력을 일반학교 교사의 관점에서 알아보고자 하는 것이다. 이를 위해 의사소통, 사회-정서적응, 학업성취 영역에서의 수행력을 담임교사에게 연구자들이 자작한 설문지를 통해 평가하게 하고, 교사의 평가를 부모의 평가와 비교해 보았다. 또한, 이 세 영역의 학교 수행력에 영향을 미치는 요인을 분석하였다. 그 결과 의사소통과 사회-정서적응은 중상 수준이었고, 학업성취는 이 두 영역에 비해 상대적으로 부진한 것으로 나타났다. 의사소통과 학업성취에서는 교사와 부모의 평가 간에 차이가 없었으나, 사회-정서 적응에서는 차이가 있는 것으로 나타났다. 의사소통과 학업성취에 영향을 미치는 요인은 언어 능력이었고, 사회-정서적응에 영향을 미치는 요인은 말소리 지각력이었다.

Abstract ▼ AI-Helper

The aims of this study were to investigate the school performance of children with cochlear implants who have been integrated into regular schools from the perspective of the classroom teacher and to examine the factors associated with the school performance. Forty eight prelingually deaf children w...

The aims of this study were to investigate the school performance of children with cochlear implants who have been integrated into regular schools from the perspective of the classroom teacher and to examine the factors associated with the school performance. Forty eight prelingually deaf children who were integrated into regular classrooms were included in this study. Classroom teachers completed the questionnaire comprised of 19 items regarding communication skill, psycho-social adjustment, and academic achievement of children with cochlear implants in regular classrooms. To identify the factors associated with the school performance of these children, stepwise multiple regression analysis was performed using age at implantation, duration of implant use, preoperative hearing thresholds, speech perception ability, and language ability as independent variables. The average ratings on communication skill and psycho-social adjustment were 3.61 (SD=0.66) and 3.69 (SD=0.67), respectively. Academic achievement was evaluated as being somewhat poor. Better communication skill and better academic achievement were associated with better language ability. Better psycho-social adjustment was associated with better speech perception ability. Most of children with cochlear implants in mainstream classrooms were evaluated as being well adjusted in aspects of communication skill and psycho-social adjustment, whereas substantial percentage of them were perceived as performing at below average level by teachers. Language and speech perception abilities were important factors for school performance in children with cochlear implants.

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