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½Ã°¢Àå¾Ö¿Í û°¢Àå¾Ö¸¦ µ¿½Ã¿¡ °¡Áö°í ÀÖ´Â Helen Keler´Â ´ÙÀ½°ú °°ÀÌ ¸»Çß´Ù.
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- Helen Keler -
û°¢°ú ½Ã°¢ÀÌ ÇÔ²² ¼Õ»óµÈ ³ó-¸Í(deaf-blindness)À¸·Î ¾Ë·ÁÁ® ÀÖ´Â ÀÌÁß°¨°¢Àå¾Ö(dual-sensory impairment)µµ Áßµµ º¹ÇÕÀå¾Ö·Î ºÐ·ùµÈ´Ù. ÀÌÁß°¨°¢Àå¾Ö´Â ÇнÀ°ú ÀÇ»ç¼ÒÅë¿¡ ½É°¢ÇÑ ¿µÇâÀ» ¹ÌÄ¡±â ¶§¹®¿¡ Ưº°ÇÑ ÈÆ·ÃÀ» ¹ÞÀº Àü¹®°¡¿¡ ÀÇÇÑ È®ÀåÀûÀÎ Áö¿øÀ» ÇÊ¿ä·Î ÇÑ´Ù. ÀϹÝÀûÀ¸·Î ÀÌÁß°¨°¢Àå¾Ö´Â Æò±Õ ÁöÀû ´É·ÂÀ» Áö´Ï°í ½Ã°¢°ú û°¢¸¸ÀÌ ¼Õ»óµÈ °ÍÀ¸·Î ¾Ë·ÁÁ® ÀÖ´Ù.
±×·¯³ª ÀÌÁß°¨°¢Àå¾Ö¿¡ ´ëÇÑ ¶Ç´Ù¸¥ °ßÇØ´Â ÀÌ Àå¾Ö°¡ ½Ã°¢°ú û°¢¸¸ÀÌ ¾Æ´Ñ ÁöÀû ±â´É¿¡ À־µ ½ÉÇÏ°Ô °áÇÔÀ» Áö´Ï°í ÀÖ´Â °ÍÀ¸·Î ¿©±ä´Ù(Hammer, 1989). ÀÌÁß°¨°¢Àå¾Ö°¡ Á¤½ÅÁöü¸¦ Áߺ¹ÀûÀ¸·Î Áö´Ï°í Àִ°¡¸¦ °áÁ¤ÇÏ´Â °ÍÀÌ Áß¿äÇÑ °ÍÀº ¾Æ´Ï¸ç, ±â´ÉÀûÀÎ Ãø¸é¿¡¼ À̵éÀÌ ¾ó¸¶³ª ½ÉÇÑ Àå¾Ö¸¦ º¸À̴°¡°¡ Áß¿äÇÏ´Ù. Downing°ú Eichinger (1990)ÀÇ ÁöÀûó·³ ÀÌÁßÀå¾Ö¾ÆµéÀº ´Ù¸¥ »ç¶÷µé°úÀÇ ÀûÀýÇÑ »çȸÀû »óÈ£ÀÛ¿ëÀ» ½ÃÀÛÇϰųª ¹ÝÀÀÇÏÁö ¸øÇÏ¸ç ¶§·Î´Â »çȸÀûÀ¸·Î ºÎÀûÀýÇÑ ÇൿÀ» º¸À̱⵵ Çϱ⠶§¹®¿¡ ÀûÀýÇÑ Áø´Ü ü°è¸¦ ÅëÇؼ À̵éÀ» Æò°¡ÇÒ ¼ö Àִ ü°èÀûÀÎ ¹æ¹ýÀ» ÇÊ¿ä·Î ÇÑ´Ù.
ÁßµµÀå¾Ö¸¦ Á¤ÀÇÇÏ°í ºÐ·ùÇÔ¿¡ ÀÖ¾î¼ ±â¾ïÇØ¾ß ÇÒ °¡Àå Áß¿äÇÑ °ÍÀº ÁßµµÀå¾Ö¸¦ Á¤ÀÇÇÏ°í ºÐ·ùÇÏ´Â °úÁ¤ÀÌ ±àÁ¤ÀûÀ¸·Î´Â À̵éÀÇ Æ¯¼ºÀ» ´ë·«ÀûÀ¸·Î ¼¼úÇØ ÁÜÀ¸·Î½á ÁßµµÀå¾Ö¸¦ ÀÌÇØÇÏ°Ô ÇÑ´Ù´Â ÀåÁ¡À» Áö´Ï±âµµ ÇÏÁö¸¸, ÀǵµÇÏÁö ¾Ê¾Ò´ø "Ç¥Âû"ÀÇ ºÎÁ¤ÀûÀÎ °á°ú¸¦ ÃÊ·¡ÇÒ ¼öµµ Àֱ⠶§¹®¿¡ Á¤ÀÇ¿Í ºÐ·ù¸¦ Á¦½ÃÇÔ¿¡ ÀÖ¾î¼ Æ¯º°ÇÑ °ü½ÉÀ» ±â¿ï¿©¾ß ÇÑ´Ù.
º¹ÇÕÀå¾Ö ¿ª½Ã ÁßµµÀå¾Ö·Î ºÐ·ùµÉ ¼ö Àִµ¥, Áßµµ º¹ÇÕÀå¾Ö´Â µÎ °¡Áö ÀÌ»óÀÇ Àå¾Ö°¡ Áߺ¹ÀûÀ¸·Î ³ªÅ¸³²À¸·Î½á ³·Àº ±³À°Àû ¼ºÃ븦 ÃÊ·¡Çϰųª °¡Á¤ ¹× Áö¿ª»çȸ¿¡¼ Á¦´ë·Î »ýÈ°Çϱâ À§ÇÑ ºÎ°¡ÀûÀÎ Áö¿øÀ» ÇÊ¿ä·Î ÇÏ´Â °ÍÀ¸·Î Á¤ÀǵǾîÁø´Ù(McDonnell et al., 1995).
Áßµµ º¹ÇÕÀå¾Ö¿¡¼ ³ªÅ¸³ª´Â Àå¾Ö Áß °¡Àå ¸¹ÀÌ ¹ß»ýÇÏ´Â Àå¾Ö´Â Á¤½ÅÁöü´Ù(Hardman, Drew, Egan, & Wolf, 1993). ÀÌ°ÍÀº ³ú¼º¸¶ºñÀÇ ¾à 60%°¡ Á¤½ÅÁöü¸¦ ÇÔ²² º¸Àδٴ »ç½Ç(Batshaw & Perret, 1986)¿¡¼µµ ¾Ë ¼ö ÀÖ´Ù. ¶ÇÇÑ Á¤½ÅÁöü¸¦ Áö´Ñ ¸¹Àº »ç¶÷µéÀÌ °æ·ÃÀå¾Ö³ª À̺ÐôÃ߸¦ Áö´Ï°í ÀÖ´Â °ÍÀ¸·Î º¸°íµÇ°í ÀÖ´Ù(Brimer, 1990).
½ÇÁ¦·Î °æ·Ã Àå¾Ö¸¦ Áö´Ñ »ç¶÷µéÀÇ Àý¹Ý Á¤µµ°¡ ÁöÀû ´É·ÂÀÇ °áÇÔÀ» Áö´Ñ °ÍÀ¸·Î ¾Ë·ÁÁ® ÀÖÀ¸¸ç(Rodin, Shapiro, & Lennox, 1976), ¿©·¯ ¿¬±¸µéÀ» ÅëÇؼ Á¤½ÅÁöü¿Í ÇൿÀå¾Ö°£¿¡ ³ôÀº »ó°ü°ü°è°¡ ÀÖ´Â °ÍÀ¸·Î º¸°íµÇ°í ÀÖ´Ù(McDonnell et al., 1995).
Âü°í¹®Çå
Batshaw, M., & Perret, Y. (1986). Children with handicaps: A medical primer (2nd ed.). Baltimore: Paul H. Brookes.
Brimer, R. W. (1990). Students with severe disabilities: Current perspectives and practices. Mountain View, CA: Mayfield Publishing Co.
Downing, J., & Eichinger, J. (1990). Instructional strategies for learniners with dual sensory impairments in integrated settings. The Journal of Aassociation for Persons with Severe HJandicaps, 15, 98-105.
Hardman, M. L., Drew, C. J., Egan, M. W., & Wolf, B. (1993). Human exceptionality: Society, school, and family (4th ed.). Boston: Allyn & Bacon.
Hammer, E. K. (1989). Research issues in eudcating visually handicapped persons with multiple impairments. In M. C. Wang, M. C. Reynolds, & H. J. Walberg (Eds.), Handbook of special education: Research and practice Vol 3 Low incidence conditions (pp. 173-188). Oxford, England: Pergamon Press.
McDonnell, J. J., Hardamn, M L, McDonnell, A. P., & Kiefer-O¡¡onnell, R. (1995). An introduction to persons with severe disabilities: Educational and social issues. Boston: Allyn and Bacon.
Rodin, E., Shapiro, H., & Lennox, K. (1976). Epilepsy and life performance. Detroit Lafayette Clinic.
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