| Abstract |
| To have sign language education is one of basic human rights to be owned since birth. It is a natural right for the people with hearing impairments and deafness to have as members of social community, but its perception is not enough in comparison with its importance. Sign language is a type of languages. Through it, users can communicate and obtain information. Its history began with appearance of human beings. Sign language in Korea began by Rosetta Sherwood Hall in 1909 and in 1913 Japanese sign language was introduced for institutionalized school education. In 1947, Korean finger spelling was created and in 1963, the first sign language textbooks were published. In 1982, standard dictionaries of sign language were published and in 1995, sign language textbooks were published by Korea Social Welfare Council for People with Hearing Impairments. Now, in the era of globalism and information-based society in the 21st century, we have to consider the necessity to develop new sign language contents. So, as characters has been perceived as multi-cultural industry, they can be positive and creative motives in development of contents. However, unlike general characters, a few standards should be presented for them. Much careful attention should be paid to visual features, modelling structure, operational system of contents, selection of delivering media. educational availability and distribution effect. It is undoubtful that human education should be done by humans. However, just as we obtain much information from books, mass-media, the Internet networks, and films and videos, contents development for sign language is to and should be designed to enhance educational efficiency as an ancillary role. |
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| Key Words |
| 수화교육, 콘텐츠, 캐릭터, sign language education, contents, character |
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