• The Journal of Special Children Education
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• v.21 no.1
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• pp.229-248
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• 2019

Purpose: The purpose of this study was to look over special teachers' experience about supporting university entrance of students with developmental disabilities. Method: Participants of this study consisted of 4 special teachers who have experienced supporting students with developmental disabilities in their university entrance, and data were collected through individual interviews. Results: The results of this study were as follows. First, for university entrance of students with developmental disabilities, special education teachers have made a great effort providing a variety of entrance information to get students ready. Second, parents who wanted university entrance of their children with developmental disabilities tended not to be reasonable when it comes to university entrance decision process of their children. Third, special education teachers had been concerned about life of students with developmental disabilities after their university entrance. Finally, there should be a great support in many different types of level from home and school to nation. Conclusion: Systematic parent education, university entrance guidance including independent living and self-determination ability for the students with disabilities, and a comprehensive entrance information system which can offer information about university entrance of students with developmental disabilities should be provided.

• The Journal of Special Children Education
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• v.20 no.1
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• pp.107-141
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• 2018

Purpose: The purpose of this study was to investigate the status and needs of sexuality education for students with developmental disabilities and to find a way to support sexuality education for students with developmental disabilities. Methods: This study was conducted with 123 parents of students with developmental disabilities, and the status and needs of sexuality education for students with developmental disabilities were examined in terms of home and institution. Results: The method to support sexuality education for students with developmental disabilities was examined according to status and needs. First, the support method according to status was as follows: (1) the active and proactive sex education, (2) the parental sexual knowledge and awareness check and retraining, and (3) the diversity of sexuality education content suitable for the developmental stage. The support method according to the needs was as follows: (1) providing parent education by classifying intellectual disabilities and autistic disorders, (2) adding educational content on improving interpersonal and sexual self-determination, (3) developing evidence-based sexuality education teaching materials, (4) sexuality education professional lecturers. Conclusion: The results of this study would be used as basic data to support the sexuality education of students with developmental disabilities and to develop related programs.

• The Journal of Special Children Education
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• v.21 no.3
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• pp.51-85
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• 2019

Purpose: The purpose of this study was to look into the special education teachers' perception on communication and interpersonal interaction of students with developmental disabilities. Method: 150 special education teachers completed the questionnaires. The data were analyzed by using a paired t-test, IPA matrix analysis, and Borich's need analysis method. Results: First, there were significant differences between the levels of performance and the importance of communication of students with developmental disabilities. As well, 2 items such as 'continuing the conversation with the other person or re-mention the topic mentioned above' and 'accepting and understanding the meanings of figures, graphs, charts, and photographs' were identified to be supported first. Second, there were significant differences between the levels of performance and importance of interpersonal interaction of students with developmental disabilities. And, 2 items such as 'expressing and responding care and respect in a contextually and socially appropriate manner' and 'recognizing and maintaining distance from others according to society, culture, and situation' were identified to be supported first to enhance interpersonal interaction. Conclusion: Based on the results, the various practical strategies to improve communication and interpersonal interaction of students with developmental disabilities were suggested.

• Journal of the Korea Society of Computer and Information
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• v.25 no.11
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• pp.255-262
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• 2020

The purpose of this study is to find out an effective way for students with developmental disabilities to use smartphone applications as a social real life tools in a society. For the purpose of this study, the researcher reviewed relevant previous literature on topics such as "students with developmental disabilities, information society, use of smartphone, and application use". The results of this study are as follows. First, the researcher describes strategies to support students with developmental disabilities living in an information society to improve their social integration ability by using smartphone. Second, it describes the types of smartphone applications that could support the social real life of students with developmental disabilities. Third, it describes the needs of smartphone applications to improve social adaptability of students with developmental disabilities. The results of this study will lead students with developmental disabilities to learn and use various functions of smartphone in the information society to interact with people around them and improve their communication skills. In addition, the results can be used as basic data to develop and support appropriate applications that can help vocational rehabilitation and social integration of students with developmental disabilities.

• Journal of the Korea Society of Computer and Information
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• v.24 no.12
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• pp.209-216
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• 2019

In view of the educational effects and social changes of software education, equal opportunities for software education are needed regardless of general students and students with disabilities. However, studies on software education for general students have been actively conducted, but studies on software education for students with disabilities are insufficient. In this study, we developed a robot education software education program for students with developmental disabilities. Developing robot-enabled software education programs for students with developmental disabilities is meaningful in terms of expanding software education opportunities for all. In addition, the robot-based software education program is easy to motivate students with developmental disabilities with low task concentration, short-term memory, and low sociality. Significant changes will be made not only in terms of management capacity, but also in terms of self-efficacy and confidence.

• Proceedings of the Korean Information Science Society Conference
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• 2012.06a
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• pp.134-136
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• 2012

본 연구에서는 일반 어린이들이 쉽게 활용할 수 있는 콘텐츠 저작시스템(COSMOS KID)을 발달장애 학생들에게도 활용가능한 저작시스템으로 개선하기 위하여 발달장애 학생들에게 기존 시스템을 직접 활용하게 해봄으로써 시스템 기능 이해 및 숙련도를 파악 및 분석하여 이에 대한 보완점 및 대안을 모색하여 다음과 같이 시스템 개선에 대한 연구 결과를 제안하고자 한다. (1) 실험 대상자들의 학습능력 부족으로 인해 최종 프로그램 숙련도가 매우 낮은 것으로 나타났으며, 이를 보완하기 위해 발달장애 아동의 특성을 고려한 인터페이스 개선이 우선적으로 필요할 것으로 파악되었다. (2) 발달장애 학생들의 음성표현능력이 매우 낮아서 저작하는 콘텐츠의 스토리를 적절히 표현하지 못하여 이를 보완하기 위한 방안으로 자막처리가 가능한 기능 등의 원활한 인터랙션이 지원될 수 있는 시스템 환경이 구축이 필요하다고 판단되었다.

• Journal of Convergence for Information Technology
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• v.11 no.7
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• pp.136-144
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• 2021

This study was conducted to verify the effectiveness of the university's extracurricular program of convergence majors on lifelong education for the disabled on the performance of restaurant employment skills for high school students with intellectual and developmental disabilities. The research method consisted of a case study procedure for three intellectual and developmental disability high school students, specifically using a single subject research technique. The study found that high school students with intellectual and developmental disabilities effectively acquired and maintained restaurant employment skills through extracurricular program on convergence majors of lifelong education for the disabled. In conclusion, the university's extracurricular program on convergence major of lifelong education for the disabled was analyzed to be effective in adapting to adult life and self-reliance, including restaurant employment skills of students with intellectual and developmental disabilities.

• 한국정보교육학회:학술대회논문집
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• 2010.08a
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• pp.251-257
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• 2010

Integrated education is an ultimate goal of education for the disabled students. Thus, it is very important to let the disabled students participate in integrated class actively and vividly. The purpose of this paper is to propose design principles to allow the disabled students to participate in integrated class actively using mobile learning concept. Our design principles have the following characteristics. First, students can participate in class anytime anywhere. Second, the design principles are made for social class of the disabled students.

• The Journal of the Convergence on Culture Technology
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• v.4 no.4
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• pp.107-114
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• 2018

It is needed to connect the curriculum of leisure use with community resources in order to allow students with developmental disability in a transition period to recover composure themselves through the curriculum of leisure use, improve their skills to enjoy, and apply their independent ability to utilize the actual leisure resources in a community through community programs. To realize this, it is necessary to secure recognition of leisure use from teachers instructing leisure use as a curriculum and examine points to be improved and importance mentioned about community-based leisure activity participation. The latest research on lifelong planning extends leisure activity from existing elements and implies the necessity of preparation in holistic aspects. As the crucial resources of leisure activity for students with developmental disability, this author focuses on the importance of leisure activities in schools and in communities and provides supportive measures to elevate accessibility to leisure activity.

• The Journal of the Korea Contents Association
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• v.21 no.6
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• pp.350-358
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• 2021

The purpose of this study is to analyze the status of rights for online learning of students with developmental disabilities in the COVID-19 situation and suggest plans to promote the rights focusing on parents with children with disabilities. This research conducted the mixed method, which utilizes the survey of 200 parents with children in chungbuk, who have developmental disabilities, and FGI of six parents. The survey analysis shows that 50.5% of the respondents could not support their children due to telecommuting. The most urgent support system for learning assistance was identified as support for assistive personnel. As a result of the analysis of FGI, two categories of "status of online classes in the COVID-19," "improving non-contact learning environment considering the nurturing environment," "diversifying teaching methods such as video classes," "introducing of a contextual assessment," and "enhancing health support." Based on these findings, the study proposed to review legal grounds for online classes for disabled students, expand the dispatch of learning support personnel and prepare plans to promote the online learning environment.