• 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 Korea Contents Association
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• v.17 no.11
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• pp.342-353
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• 2017

The purpose of this study was to develop and to explore the possibility of the virtual reality based communication training program(VR-CTP) for students with intellectual disabilities. To do this, sentences and dialogue of program were extracted from the National Common Basic Curriculum of Special School and the contents design of program were developed based on the consultation by special education experts. To explore the possibility of applying the VR-CTP, a usability evaluation was conducted with 30 special school teachers and 44 students with intellectual disabilities. The results showed that the VR-CTP had a high level of usability as the special school teachers received 4.23 and the students with intellectual disabilities received 4.44 out of 5. But there is no difference of usability evaluation on the special teachers' school level and teaching experiences without arrangement of school. Also, there is no difference of usability evaluation on the students' IQ, school level, and arrangement of school. As a result of this study, we can draw a conclusion that there is a possibility of applying the VR-CTP to language education for students with intellectual disabilities.

• The Journal of Special Children Education
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• v.21 no.1
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• pp.271-297
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• 2019

Purpose: The purpose of this study was to examine the effects of a multi-strategy intervention program on addition of multi-digits with regrouping for high school students with intellectual disabilities (ID) attending a special school. Method: The multi-strategy program consisted of various intervention strategies with consideration of diverse characteristics of students with ID. In this study, A-B design was used to investigate the effects of the program for three students with ID. Results & Conclusion: The results indicated that the multi-strategy program was effective for increasing the rate of correct responses on the (two-digit number) + (one-digit number) questions with regrouping among high school students with ID. Also the multi-strategy intervention program was partially effective for the additions of multi-digits with bigger place value among the students with ID. Based on the results of this study, implications for practice and suggestions were discussed in details.

• The Journal of the Korea Contents Association
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• v.17 no.1
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• pp.287-298
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• 2017

The purpose of this study was to develop and to explore the possibility of the serious language training game for students with intellectual disabilities. To do this, words of language training program were extracted from the National Common Basic Curriculum of Special School and the contents design of language training program were developed based on the evaluation of significance and difficulty by special teachers, special education professors, and special education experts. To explore the possibility of applying the serious language training game, a usability evaluation was conducted with 45 special school teachers and 31 students with intellectual disabilities. The results showed that the serious language game had a high level of usability as the special school teachers received 4.25 and the students with intellectual disabilities received 4.33 out of 5. But there is no difference of usability evaluation on the level of school and the arrangement of school. As a result of this study, we can draw a conclusion that there is a high possibility of applying the serious language game to language education for students with intellectual disabilities.

• Journal of People, Plants, and Environment
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• v.21 no.6
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• pp.523-532
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• 2018

In order to actively apply horticultural therapy to vocational education base schools, this study applied the learning theories based on behaviorism, cognitivism, and constructivism to improve the vocational skills of high school students with intellectual disabilities. The horticultural therapy program was carried out in total 12 sessions with three groups composed of 20 students each: 20 in the control group, 20 in the experimental group with a normal horticultural program, and 20 in the experimental group with a horticultural therapy program which applied the learning theories based on behaviorism, cognitivism, and constructivism. The results were analyzed with SPSS 12.0 using the Interpersonal Negotiation Strategies evaluation tool. The study found that in terms of interpersonal relationship, there was no significant difference between the pre and post tests within each group. However, in the post tests among the three groups, there was no significant difference between control group and experimental group with normal horticultural program (p=.82), but there was a significant difference between the control group and experimental group with the horticultural therapy program applying the learning theories based on behaviorism, cognitivism (p=.03). This proved that the horticultural therapy program applying the learning theories based on behaviorism, cognitivism is effective for improving interpersonal relationship. Ultimately the program is expected to be continuously, and systematically improved and applied as a learning method contributing to developing the basic vocational skills of persons with intellectual disabilities.

• Journal of People, Plants, and Environment
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• v.23 no.3
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• pp.321-332
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• 2020

Background and objective: The concept of 'money' in the numbers and operations domain is a fundamentally necessary domain of economic life. This study was conducted to examine the effects of a horticulture-mathematics integration program on mathematical attitude and money calculating ability of high school students with intellectual disabilities. Methods: We analyzed the changes in the mathematical attitude and money calculating ability of students with mild intellectual disabilities in S special school in the city of D, Republic of Korea, with 12 students in the control group and 12 students in the experimental group, from August 27 to October 29, 2019. Results: The results of the comparison showed no statistically significant changes in the three items of mathematical attitude for the control group, while the experimental group, which took part in the horticulture-mathematics integration program, showed statistically significant differences across all three items, such as self-concept about the subject (p = .003), attitude toward the subject (p = .004), and study habit related to the subject (p = .012). The horticulture-mathematics integration program, which was developed by integrating horticultural activities and the mathematics curriculum, used plants and horticultural activities to provide students with positive experiences in mathematics. These included the sense of closeness, curiosity, interest, attention, and enjoyment, leading to positive changes in mathematical attitude. In terms of money calculating ability, both the control group and experimental group showed statistical differences across the three items, but the experimental group showed greater degrees of increase, 15.0 or more, in the scores compared to the control group. Conclusion: These results suggest that utilizing horticultural materials as a part of purchase learning programs with elements of money calculation chapters in the mathematics curriculum could lead to the improvement of students' ability in money calculation. These positive changes are thought to be related to the high degrees of interest in horticulture among students, which led to active participation in the program and enabled the simple and repeated purchase activities in the program to generate positive changes in the money calculation ability of the students.

• Journal of Digital Convergence
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• v.18 no.3
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• pp.93-98
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• 2020

The subjects of this study were 10th grade students and 10 non-disabled students. For statistical programs, data were processed using SPSS Windows 25.0, and the statistical method used in the study was to calculate the mean and standard deviation of physical fitness factors and body mass index to determine the health and obesity of students with intellectual disabilities and non-disabled students. In addition, this study was conducted using the independent sample t-test to identify the differences in health fitness and obesity between intellectually and non-disabled students. The statistical significance level of the study was set at p <.05, and the results of the study showed that there were statistically significant differences in cardiopulmonary endurance, flexibility, muscle strength, muscle endurance, and responsiveness between middle and high school students with intellectual disabilities and non-disabled students. In the case of obesity, intellectually and non-disabled students were significantly different.

• Korean Journal of Social Welfare Studies
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• v.48 no.2
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• pp.5-33
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• 2017

This study explored challenges and desires related to social relationships among adolescents with intellectual disabilities, using the photovoice method. Six adolescents with intellectual disabilities (M = 18.33 years) who are attending a general high school participated in 7 sessions of a photovoice program. They selected themes related to social relationships through group discussions and shared their photos related to the themes with other participants. Our study yielded 15 subthemes within 5 social relationships (peers, teachers, boyfriends/girlfriends, parents, persons whom I need) from adolescents with intellectual disabilities as follows: relationships with peers (feeling lonely and left out, being teased and bullied by peers, making efforts to fix damaged relationships with friends), relationships with teachers (feeling appreciated by teachers who understand me, lacking interactions with teachers, wanting teachers to show they care about my school life), relationships with boyfriends/girlfriends (wanting to have a boyfriend/girlfriend, feeling worried and fearful about having a boyfriend/girlfriend, trying to attract a boyfriend/girlfriend), relationships with parents (being thankful to parents for their unconditioned love, enjoying time with parents, feeling bad because of not being close to father), persons whom I need (persons who enjoy spending time with me, persons who help me, persons who never give up on me). This study provides implications for social work practice, such as training for improving peer relationships and coping with peer conflict, education for fostering healthy romantic relationships, training for promoting social skills of adolescents with intellectual disabilities, and education for increasing awareness of the social needs of students with intellectual disabilities among peers without disabilities, teachers, and social workers.

• The Journal of the Korea Contents Association
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• v.16 no.1
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• pp.720-733
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• 2016

Using various types of educational media plays an important role in educating students with disabilities. In recent years, augmented reality has emerged as an important technology that can increase the effectiveness of special education programs. This study developed augmented reality contents focusing on the theme 'Weather and Life' in the 'Na' unit of the Basic Special School Curriculum, and explored the possibility of applying the contents to the science education. The contents design instructions and educational programs for this study were developed based on a focus-group interview conducted with five special school teachers and two developers. To explore the possibility of applying the augmented reality contents, a usability evaluation was conducted with 23 special school teachers and 18 students with intellectual disability. The results showed that the augmented reality contents had a high level of usability as the special school teachers received 4.73 and the students with intellectual disability received 4.75 out of 5. As a result of this study, we can draw a conclusion that there is a high possibility of applying augmented reality contents to science education for students with intellectual disability.

• The Journal of the Korea Contents Association
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• v.19 no.2
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• pp.204-209
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• 2019

This study is to develop an oral healthcare program for students with intellectual disabilities, who were in high-school grades in Special School C located in North Chungcheong Province, and to examine its effect after applying the program. The program effect was the index of oral environment care ability and the score of dental caries risk per each session. In addition, images were taken for phase-contrast microscopy. The PHP index before and after the oral healthcare program and the risk of dental caries decreased but showed no significant difference. An observation on phase-contrast microscopy revealed that the number of cocci decreased at the third session compared to that in the first session, and almost no bacillus was observed. The oral healthcare program, would be able to improve the oral environment care ability of students with intellectual disabilities and lower the risk of dental caries.