Journal of Special Education: Theory and Practice 2023 KCI Impact Factor : 1.96
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pISSN : 1598-060X / eISSN : 2734-0090
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Moral developmental characteristics according to background variables of hearing-impaired children
- Journal of Special Education: Theory and Practice
- Abbr : JSPED
- 2018, 19(4), pp.71-95
- DOI : 10.19049/JSPED.2018.19.4.04
- Publisher : Research Institute of the Korea Special Education
- Research Area : Social Science > Education
- Received : November 12, 2018
- Accepted : December 10, 2018
- Published : December 31, 2018
Yun, Eun Hee 1, Choi, Sung Kyu 1
1대구대학교
Accredited
ABSTRACT
The purpose of this study was to investigate the moral developmental characteristics of children with hearing impairment according to their gender, grade, general school experience, and disability point of view by applying DIT(Defining Issues Test) fit for Korea. The subjects of this study were 131 children with a hearing impairment who were integrated into general school and deaf and hearing-impaired schools in the 4th, 5th, 6th grade, and the first year of middle school. This research does not include students who have severe and multiple disabilities. Behavioral selection and moral judgment according to background variables of hearing - impaired children were analyzed by Chi - Square test, T - test, and one - way ANOVA. The results of the study are as follows. First, behavioral selection characteristics of background variables on the conflict situation of hearing impaired children as the age of the grade increases, as the disability identity is established, the obligation to obey the law and obey the norms of the society becomes more stronger. In addition, general school experience shows difference in the development of cogitation post conventional. Second, there was no significant difference in gender and disability perspectives on the background developmental moral judgment developmental characteristics of children with hearing impairment. However, grade and general school experience were significant. Stage 3 developed in grade 6, and experience in general school showed particularity in stage 3. This suggests that general school experience has an impact on moral judgment.
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