• 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.

• Industry Promotion Research
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• v.3 no.2
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• pp.87-94
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• 2018

This study suggests that lifelong education is regarded as a support system for lifelong learning, which includes all activities of educational characteristics, which ultimately has the goal of universalization of self - education. The goal is to successfully adapt to life. Statements supporting the need for lifelong learning have been found to be based primarily on the impossibility of this system to provide sufficient education to accelerate social change and to last a lifetime. The obstacles to implementation included inertia, resistance to change, motivation and cost. Opponents are likely to regard lifelong education as an attempt to expand compulsory education for exploitation and control purposes. This study found that there is an important consensus among supporters, but many questions remain. The full feasibility of lifelong education is considered to be far removed, and lifelong education should be interpreted as a source of direction and purpose, and ideals that society should aim for.

• Journal of the Korea Convergence Society
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• v.10 no.2
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• pp.89-103
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• 2019

This study was conducted with the aim of exploring methods of fostering professional human resources of the "department of support for the individuals with developmental disabilities in graduate school" based on the convergence of special education and connection between local relevant institutions. To this end, research methods were constructed that combine literature exploration and expert meetings. First, the system for fostering professionals in the "department of support for the individuals with developmental disabilities in graduate school" based on the convergence of special education programs was presented interlinked with the system for fostering professional human resources in the organizational and academic categories. Next, the link operation plans between relevant local institutions under the "department of support for the individuals with developmental disabilities in graduate school" based on the convergence of special education programs were presented interlinked with core management measures for curriculum education and cooperative support. In order to conclude the preconditions for the realization of the above research results, we presented leadership of special education convergence on the support system for lifelong education for adults with developmental disabilities.

• Journal of Digital Convergence
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• v.19 no.9
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• pp.241-255
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• 2021

The purpose of this study was to verify the effects of the online lifelong education program which is a key words card production and demonstration on the job preparation skills for work for part-time developmental disabilities. The subjects of this study were three developmental disabilities workers working in a restaurant business on a part-time basis, and the experimental environment was composed of the home and subway stations where they reside. The study method used a single subject study, and the baseline, intervention, and maintenance were reflected as the design conditions of the experiment. As a result, the subjects of the study effectively acquired and maintained the job preparation skills for work work through the online lifelong education program for the production and demonstration of key words cards. Through the results of this study, it was possible to discuss and conclude that the significant functional relationship between the independent variables and the dependent variables is valid.

• 재활복지
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• v.22 no.3
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• pp.93-114
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• 2018

The purpose of this study is to investigate the effect of manager's leadership perceived by the person in charge of cultural arts education of the welfare centers for people with disabilities on the job attitude and performance of the work. For the study, the questionnaire response data of 188 persons responsible for arts and culture education of the welfare centers for people with disabilities were analyzed. The main results of the study are as follows. As a result of analyzing the effect of manager 's leadership on the job attitude, it was found that conditional reward, which is a sub - factor of transformational leadership, intellectual stimulation and transactional leadership, And the exceptional management, which is a subordinate factor of intellectual stimulation and transactional leadership, has a positive effect on organizational commitment. Second, the analysis of the influence of the manager 's leadership perceived by the person in charge of cultural arts education of the welfare centers for people with disabilities on the operational performance showed that the intellectual stimulation, which is a sub - factor of transformational leadership, had a positive effect on the service quality. Therefore, managers should propose specific standards on objectives which organizations should accomplish in order to enhance job attitude and operational performance shown by workers in charge of edudation on cultural art at welfare center for the people with disabilities. If these objectives are accomplished, they need to be encouraged by suggesting financial rewards. In addtion, leadership that spurs constant efforts for addressing problems should be demonstrated.

• Journal of Korea Entertainment Industry Association
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• v.13 no.4
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• pp.419-429
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• 2019

The objective of this study was to look into the effect of using Zentangle art therapy on improving the attention span of people with developmental disabilities in Lifelong Education Center. The 29 people with developmental disabilities in Lifelong Education Center of D-University in K-city were the subjects to reach the primary goal of this study. Nine of the subjects were assigned to the experimental group of the Zentangle art therapy, ten to the control group. As for the study tools, 3.5x3.5 inch paper card, various colors of Deco Markers, and Zentangle cards for the experimental group. The FAIR and MindWaveMobile (MWM) were used to measure the effectiveness. The twelve 30-minute sessions of the program, held from October to December in 2018, has shown the result that the attention span improved on the experimental group using the Zentangle art therapy.

• Journal of Korean Library and Information Science Society
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• v.37 no.4
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• pp.45-66
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• 2006

The public library is the local centre of information, the gateway to knowledge. Based on these identities, the public libraries should provide a basic condition for lifelong learning, cultural activities, and. information literacy skills of the individual and social groups. The purpose of this paper is to reflect the lifelong learning activities of public libraries and suggest it's directions in Korea. The lifelong learning of public libraries for the future needs to focus on a closer connection with library core competences, supporting information literacy, reducing and bridging the digital divide for individuals with disabilities and the aged.

• The Journal of Korean Society for School & Community Health Education
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• v.25 no.2
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• pp.15-26
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• 2024

Objectives: The purpose of this study is to determine the relationship between electronic cigarette use and mental health factors such as stress, suicidal thinking, and generalized anxiety disorder among Korean adolescents. Methods: Based on the 19^th (2023) Youth Health Behavior Survey, cross-analysis(Rao-Scott χ2 test) and complex design logistic regression analysis were conducted to identify e-cigarette use and mental health factors. Results: Lifetime use experience with electronic cigarettes (OR:1.218) and current use of electronic cigarettes (OR:1.266) for male adolescents and lifetime use experience of electronic cigarettes(OR:1.587 ) for female adolescents were influential factors on stress. Lifetime experience with e-cigarettes (OR:1.866) and current use of e-cigarettes (OR:1.651) for male adolescents and lifetime experience with e-cigarettes (OR:2.375) and current use of e-cigarettes (OR:1.841) for female adolescents were influential factors on suicidal thinking. Lifetime experience with e-cigarettes (OR:1.307) among male adolescents and lifetime experience with e-cigarettes (OR:1.616) among female adolescents were influencing factors for generalized anxiety disorder. Conclusion: Because there is a significant relationship between adolescent e-cigarette use and mental health, e-cigarette prevention education is needed early in adolescence.

• Journal of Digital Convergence
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• v.12 no.6
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• pp.145-154
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• 2014

ADHD is a neuro-developmental disorder that begins in childhood, yet may continue into adulthood. Although 3 to 4 percent of adults are affected by ADHD, but only a small proportion of adults ever receive a formal diagnosis and treatment. The core symptoms of ADHD frequently lead to significant academic difficulties that often result in the students' teacher being the first to suspect the disorder. In order for school teachers to effectively deal with ADHD students in school classrooms, they need to have positive attitude toward ADHD students. This study presents a list of ADHD-related web sites which provide educational contents and support for school teachers, and provides the discussions about the current status and the roles of those web sites.