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[그림 Ⅱ-1] 주로 사용하는 의사소통 방법 1) 1순위····································································15
[그림 Ⅱ-1-1] 주로 사용하는 의사소통 방법 1) 1순위: 연령별 분포········································16
[그림 Ⅱ-2] 수어 이해 정도··············································································································17
[그림 Ⅱ-2-1] 수어 이해 정도: 연령별 분포··················································································18
[그림 Ⅱ-3] 수어통역사의 수어 통역 경험······················································································19
[그림 Ⅱ-3-1] 수어통역사의 수어 통역 경험: 연령별 분포··························································20
[그림 Ⅱ-4] 수어 통역 주체··············································································································21
[그림 Ⅱ-4-1] 수어 통역 주체: 연령별 분포··················································································22
[그림 Ⅱ-5] 수어 통역 받은 횟수·····································································································23
[그림 Ⅱ-5-1] 수어 통역 받은 횟수: 연령별 분포·········································································24
[그림 Ⅱ-6] 수어 통역의 불편한 점·································································································25
[그림 Ⅱ-6-1] 수어 통역의 불편한 점: 연령별 분포·····································································26
[그림 Ⅱ-7] 수어 통역이 우선적으로 필요한 영역········································································27
[그림 Ⅱ-7-1] 수어 통역이 우선적으로 필요한 영역: 연령별 분포············································28
[그림 Ⅱ-8] 가족과의 의사소통 방법 1) 1순위·············································································29
[그림 Ⅱ-8-1] 가족과의 의사소통 방법 1) 1순위: 연령별 분포·················································30
[그림 Ⅱ-9] 청인 가족 중 수어를 할 수 있는 구성원··································································31
[그림 Ⅱ-9-1] 청인 가족 중 수어를 할 수 있는 구성원: 연령별 분포······································32
[그림 Ⅱ-10] 수어를 가장 잘 하는 구성원의 수어 이해 정도·····················································33
[그림 Ⅱ-10-1] 수어를 가장 잘 하는 구성원의 수어 이해 정도: 연령별 분포·························34
[그림 Ⅱ-11] 금융 기관 이용 시 의사소통 방법···········································································35
[그림 Ⅱ-11-1] 금융 기관 이용 시 의사소통 방법: 연령별 분포················································36
[그림 Ⅱ-12] 관공서 이용 시 의사소통 방법·················································································37
[그림 Ⅱ-12-1] 관공서 이용 시 의사소통 방법: 연령별 분포·····················································38
[그림 Ⅱ-13] 관공서와 금융 기관의 이용 편의를 위해 우선적으로 필요한 지원 1) 1순위···39
[그림 Ⅱ-13-1] 관공서와 금융 기관의 이용 편의를 위해 우선적으로 필요한 지원
1) 1순위: 연령별 분포···························································································40
[그림 Ⅱ-14] 학교 교육 시 주로 사용한 의사소통 방법 1) 1순위············································41
[그림 Ⅱ-14-1] 학교 교육 시 주로 사용한 의사소통 방법 1) 1순위: 연령별 분포················42
[그림 Ⅱ-15] 농인 교육을 위해 우선적으로 필요한 지원 1) 1순위···········································43
[그림 Ⅱ-15-1] 농인 교육을 위해 우선적으로 필요한 지원 1) 1순위: 연령별 분포···············44
[그림 Ⅱ-1] 주로 사용하는 의사소통 방법 1) 1순위····································································15
[그림 Ⅱ-1-1] 주로 사용하는 의사소통 방법 1) 1순위: 연령별 분포········································16
[그림 Ⅱ-2] 수어 이해 정도··············································································································17
[그림 Ⅱ-2-1] 수어 이해 정도: 연령별 분포··················································································18
[그림 Ⅱ-3] 수어통역사의 수어 통역 경험······················································································19
[그림 Ⅱ-3-1] 수어통역사의 수어 통역 경험: 연령별 분포··························································20
[그림 Ⅱ-4] 수어 통역 주체··············································································································21
[그림 Ⅱ-4-1] 수어 통역 주체: 연령별 분포··················································································22
[그림 Ⅱ-5] 수어 통역 받은 횟수·····································································································23
[그림 Ⅱ-5-1] 수어 통역 받은 횟수: 연령별 분포·········································································24
[그림 Ⅱ-6] 수어 통역의 불편한 점·································································································25
[그림 Ⅱ-6-1] 수어 통역의 불편한 점: 연령별 분포·····································································26
[그림 Ⅱ-7] 수어 통역이 우선적으로 필요한 영역········································································27
[그림 Ⅱ-7-1] 수어 통역이 우선적으로 필요한 영역: 연령별 분포············································28
[그림 Ⅱ-8] 가족과의 의사소통 방법 1) 1순위·············································································29
[그림 Ⅱ-8-1] 가족과의 의사소통 방법 1) 1순위: 연령별 분포·················································30
[그림 Ⅱ-9] 청인 가족 중 수어를 할 수 있는 구성원··································································31
[그림 Ⅱ-9-1] 청인 가족 중 수어를 할 수 있는 구성원: 연령별 분포······································32
[그림 Ⅱ-10] 수어를 가장 잘 하는 구성원의 수어 이해 정도·····················································33
[그림 Ⅱ-10-1] 수어를 가장 잘 하는 구성원의 수어 이해 정도: 연령별 분포·························34
[그림 Ⅱ-11] 금융 기관 이용 시 의사소통 방법···········································································35
[그림 Ⅱ-11-1] 금융 기관 이용 시 의사소통 방법: 연령별 분포················································36
[그림 Ⅱ-12] 관공서 이용 시 의사소통 방법·················································································37
[그림 Ⅱ-12-1] 관공서 이용 시 의사소통 방법: 연령별 분포·····················································38
[그림 Ⅱ-13] 관공서와 금융 기관의 이용 편의를 위해 우선적으로 필요한 지원 1) 1순위···39
[그림 Ⅱ-13-1] 관공서와 금융 기관의 이용 편의를 위해 우선적으로 필요한 지원
1) 1순위: 연령별 분포···························································································40
[그림 Ⅱ-14] 학교 교육 시 주로 사용한 의사소통 방법 1) 1순위············································41
[그림 Ⅱ-14-1] 학교 교육 시 주로 사용한 의사소통 방법 1) 1순위: 연령별 분포················42
[그림 Ⅱ-15] 농인 교육을 위해 우선적으로 필요한 지원 1) 1순위···········································43
[그림 Ⅱ-15-1] 농인 교육을 위해 우선적으로 필요한 지원 1) 1순위: 연령별 분포···············44
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