이 연구는 메도우/캔달 농학생용 사회 · 정서 측정도구(1980)를 우리말로 번안하여, 전국 19개 농학교 교사들로 하여금 그들이 현장에서 농학생의 행동특성을 직접 관찰한 기준에 비추어 농학생의 사회적응과 정서적응의 특성(수준)을 평가하게 하였다. 이 연구에서 얻어진 주요 결론은, 농학생들은 사회적응과 정서적응에 있어 전반적으로 ``보통이하`` 수준에 머물고 있으나, 농(deafness)이기 때문에 전형적으로 보이는 행동특성이 따로 있는 것은 아니었으며, 정서적으로도 특별한 문제를 드러내는 것은 아니었다. 흔히 투사법(projected method)이나 정신의학적 평가에서 드러난 농학생들의 사회 · 정서 적응상의 문제는 실제로 농학생들이 보이는 반응이나 행동을 보다 심각하게(부정적으로) 규정하는 경향이 있다.

This Paper is to investigate the characteristic aspects on the social-emotional adjustment of korean deaf students over the nation wide by appling Meadow/ Kendall Social-Emotional Assessment Inventory for Deaf Students (1980). The major results by teachers`s rating from long-term observation in deaf school setting are as following. First, the social adjustment of korean deaf students were characterized as to accepts some delay of gratification(does not expect instant satisfaction of every need, whim or desire), to respond poorly to losing in games or failing to achieve in class, and to demands attention and help constantly. Secondly, the emotional adjustment of korean deaf students were characterized as to insists on repetion of usual routines, to shows great concern or preoccupation with minute details, and to complains of physical ailments that have to appirent medical basis. Finally, the average levels that assessed on each item by teachers were represented as ``below average`` in the social-emotional assessment. However, Korean deaf students do not show atypical deprivation in social-emotional adjustment. On social adjustment scale, especially, the deaf girls as a group were rated higher than the deaf boys.