• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.67-74
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• 2021

The purpose of this study is to explore the internal foundation of lifelong education for the disabled. The composition system of the meaning of contents for this purpose is divided into three elements: 'of' which means subject based on lifelong education for the disabled, 'for' which means purpose, and 'from' which means practical main base. The research method was to discuss the academic basis, practical application model and plan, or to analyze the literature through the previous studies that were actualized in order to form the internal foundation of the support system for lifelong education for the disabled. Second, the expert meeting was conducted to improve the specificity of the research contents based on the basis of the literature analysis. The contents of this study are presented in two main ways: the foundation of developmental disabilities and the foundation of schools by synthesizing the main bases of subjects, purposes, and practical base required to form the internal foundation of lifelong education for the disabled. The above two factors first establish the internal universality of the support system for lifelong education for the disabled, and in connection with the types of sensory disabilities and the general lifelong education. As a result, the long-term stability of the overall support system for lifelong education for the disabled was analyzed.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.147-156
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• 2022

The purpose of this study was to review various grounds and plans for the establishment of a convergence major in lifelong education for the disabled based on Daegu University, which establishes its status and identity as a base university for education and welfare for the disabled. Lifelong education for the disabled reflects the specificity of disability in common because it targets disabled learners, but since it constitutes two perspectives and characteristics of education and welfare, access to interdisciplinary convergence research in disabled-related fields is important. In the above dimension, Daegu University has an appropriate foundation to lead lifelong education for the disabled in Korea through various academic and practice-based infrastructures, and has sufficient leadership to improve the practical limitations of the lifelong education support system for the disabled. Accordingly, this study presented measures and related grounds to reflect lifelong education for the disabled in order to establish an interdisciplinary convergence major at Daegu University through literature review and expert advice. It was emphasized that lifelong education for the disabled, viewed as a new interdisciplinary convergence major, should be activated through professional competencies commonly accessible to the three fields rather than applied from a priority perspective between special education, rehabilitation science, and social welfare. As a result of the study, it was suggested that Korea, which failed to establish a lifelong education support system for the disabled, should gradually spread and spread to other universities starting with Daegu University's application model and plan. In addition, the necessity of systematically establishing a qualification development path for lifelong education professionals for the disabled through agreement between the three fields was also suggested.

• The Journal of the Convergence on Culture Technology
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• v.6 no.4
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• pp.79-84
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• 2020

This study aims to establish the lifelong education for the disabled by exploring the academic nature and identity of lifelong education for the disabled from the perspective of convergence, and to guard against a convergence academic system at the level of imitation based on the meaning and function of the established lifelong education for the disabled. The research method consisted of a procedure in parallel with expert meetings based on literature analysis. The content of this study primarily explored the universality and specificity of lifelong education for persons with disabilities in the dimension that it should have an academic essence and identity as a category in which lifelong education for persons with disabilities is fused with several adjacent fields such as special education, centering on the perspective tailored to disability. In addition, the result of exploring the structure system in which the meaning through the universality and specificity of lifelong education for the disabled can be combined not only at the academic level based on theory but also at the functional level based on practice is also presented as the content of the study. As a result of the study, it was analyzed that lifelong education for the disabled can build universality and specificity in the dimension of convergent inquiry, and can establish a support system at a comprehensive level of practice according to the fidelity of the above.

• 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.

• The Journal of the Convergence on Culture Technology
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• v.8 no.2
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• pp.273-280
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• 2022

Based on the MOU between Chosun University and Daegu University, this study was conducted with the aim of exploring the operation strategy of a extracurricular education program on the theme of lifelong education for the disabled in community connection. In front-line university sites, extracurricular education programs are often recognized as forms and procedures to assist in subject learning at the major or liberal arts level, but they have a very important status and identity considering that they are classified as "learning competency reinforcement support", "career psychological counseling support", "employment and start-up support", "subject-linked extracurricular education". Accordingly, the extracurricular education programs has the nature and advantage of covering not only the level of the one-time trend program itself, but also various community -linked problem-solving learning, including students' major learning and employment linkage. As part of the above, this study aims to present a strategy for the operation of a extracurricular education programs with the main theme and content of "lifelong education for the disabled" by viewing Chosun University and Daegu University. The contents of the study were largely presented as "organizational operation strategy between two universities," "operation strategy of curriculum between two universities," and "comprehensive system for extracurricular education programs operation of lifelong education for the disabled between the two universities". First, the first research content, "Organized Operation Strategy between Two Universities," was schematized in detail the process of collaborating and communicating with Chosun University's center of extracurricular activities, Daegu University Lifelong Education Center, and other committees and departments. The second research content, "The Curriculum Operation Strategy between Two Universities", is a detailed schematic diagram of the learning contents, methods, and procedures to be organized in the extracurricular education program. The third study, "Comprehensive System of extracurricular education program Operation for Lifelong Education for the Disabled between Two Universities," presents the results of synthesizing the basis elements essential for operating the extracurricular education program at the level of a roadmap. As a result of the study, it was possible to see the project tasks that could be promoted in-depth through the operation of a extracurricular education program on lifelong education for the disabled through the MOU between the two universities.

• Journal of Convergence for Information Technology
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• v.11 no.8
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• pp.137-150
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• 2021

This study The purpose of this study was to investigate the effects of online lifelong education in a home using contents of university-affiliated lifelong education center on the acquisition and generalization of cooking task skills for persons with developmental disabilities. The subjects of this study were three persons with developmental disabilities who lived with their parents in the home without employment after graduation from school. The research design and method used the technique of multiple probe design across subjects during the single subject research. As a result of the study, the three persons with developmental disabilities who participated in the study effectively acquired cooking task skills through online lifelong education in the home using contents of university-affiliated lifelong education center, and generalized the performance of cooking task skills in the actual restaurant environment, not at home.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.95-104
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• 2021

This study was conducted for the purpose of convergence reconstruction of the transition education model for students with disabilities in Korea. Ultimately, this study was also conducted with the aim of enhancing the perspective of the development of a lifelong education support system for the disabled in connection with schools and communities. The research method consisted of a procedure with a meeting of experts based on the procedure of analyzing the previous research literature that tried to materialize the transition education model for students with disabilities from the viewpoint of connection between school age and adulthood. The contents of this study were reflected in the dimension of ensuring consistent connectivity validity based on the viewpoint of school-centered, community-centered, education, and welfare between special education and lifelong education for the disabled in order to reconstruct the conversion transition education model constructed in the current special education field. Accordingly, the transition education model for students with disabilities built in the field of special education centered on school age minimizes the tendency of a fragmented approach between school age and adulthood, and presents a standard basis and structure that can be linked to the entire adulthood. The transition education model was reconstructed convergence in terms of content.

• The Journal of the Convergence on Culture Technology
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• v.8 no.3
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• pp.427-434
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• 2022

This study aims to develop design elements for cultural convergence between rehabilitation for individuals with developmental disabilities and lifelong education for individuals with disabilities, which is a key area in the practical support system for independent life support for individuals with developmental disabilities. As for the research method, a procedure for conducting FGI by forming two teams for professors majoring in special education and rehabilitation science was formed. The research was presented in three upper categories (universal cultural convergence elements, field-centered cultural convergence elements, and policy-centered cultural convergence elements) that should be designed for cultural convergence between rehabilitation for individuals with developmental disabilities and lifelong education for individuals with disabilities. In addition, subcategories were specifically composed for each upper category. First, as a universal cultural element, "open creative convergence" was presented in principle, which can be explained as a principle of exploring and practicing the validity of convergence between related fields for rehabilitation for individuals with developmental disabilities and lifelong education for individuals with disabilities. Second, field-centered cultural factors included development of joint practice model between fields of rehabilitation science and special education, subject matter education knowledge and skills, teaching and learning methods, learning career roadmaps, employment and job career development roadmaps, and the formation of an independent life development history certification system. Third, as policy-centered cultural elements, the formation of a curriculum integration composition system between local related institutions, the establishment of a qualification development path for coordinator-professional teacher-type personnel, and the organizational systematization between school-center types were presented. The study concluded that independent life support for individuals with developmental disabilities should not only be guaranteed for the entire life of adulthood, but also a lifelong education for individuals with disabilities based rehabilitation support system for individuals with developmental disabilities should be established through cultural convergence.

• The Journal of the Korea Contents Association
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• v.20 no.12
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• pp.383-392
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• 2020

This study was conducted to understand the current status associated with challenging behaviors of adults with developmental disabilities and review the perception of workers at lifelong education centers for the developmentally disabled. To that end, a survey and a focus group interview were conducted. The findings were as follows. First, 85.4% of people working at lifelong education centers for the developmentally disabled had experienced injury in the past year due to challenging behaviors, and those who experience injuries responded that they suffered burnout, psychological trauma, and considered changing jobs. Second, in terms of preemptive response by the organization to address challenging behaviors, 'securing individual space' and 'preemptive identification of causes of challenging behaviors' ranked the highest, with 87.5% of the respondents giving this answer, respectively. For follow-up measures, 81.3% of organizations answered that they hold meetings on individual cases and provide supervision. Third, in terms of suggestions for ways to address challenging behaviors, establishment of an organization-wide system and cooperation with related organizations were cited as needed.

• 재활복지
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• v.21 no.4
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• pp.149-176
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• 2017

This study aimed to research marathon club activities experience of women intellectual disabilities through qualitative research. This study selected five women intellectual disabilities and five information providers as the participants. The data collection consisted of field observation records and interview data. The collected data analyzed through coding method. The result were as follows as. First, personal dimension appeared as exciting of running, inner freedom, assimilation with nature. Second, relationship dimension appeared as communication and participation of the family, relationship with peers, comprehension and coexistence. Third, lifelong education dimension appeared as expansion into life, growth without a stop, the process of becoming a social worker. In conclusion marathon club activity appeared to contribute to personal growth, relationship with surroundings and social inclusion.