• Journal of Practical Engineering Education
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• v.7 no.2
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• pp.81-87
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• 2015

The Direct Instruction (DI) was applied to the learning-disabled in the basic engineering education (especially, physics education). The DI is specified as an educational method in which the instructor strongly controls during the whole process of the entire course. The tests of understanding, reasoning, memory, and problem-solving speed showed that 20 students (20%) out of random 100 students are learning-disabled. The average points of mid-term and final exams were 53.7% and 61.0% respectively for a certain 41-students class. However, in this class, for the lower point students who obtained less than 50% points, the average points of mid-term and final exams were 29.8% and 28.2% respectively, which showed decreased. From this lower point group, the 8 students (20% students of 41 students) were selected as the learning-disabled. With additional DI studies provided, the average points of mid-term and final exams for the learning-disabled were 18.9% and 25.5% respectively, which showed 6.6% increase that means the DI for the learning-disabled was effective.

• 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 Korean Academic Society of Nursing Education
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• v.23 no.1
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• pp.86-94
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• 2017

Purpose: This study was conducted to identify the effects of cardiopulmonary resuscitation (CPR) practice education on CPR knowledge, attitude, confidence, learning satisfaction and performance of the personal assistants for the disabled. Methods: This is a quasi-experimental study with a non-equivalent control group. The participants were 62 personal assistants for the disabled. Thirty-one subjects were assigned to an experimental group and the remaining subjects were assigned to a control group. The date collected were analyzed using the IBM SPSS Statistics 20.0 program by descriptive statistics, $x^2$-test, Fisher's exact test, and t-test. Results: CPR practice education was found to have a meaningful effect on CPR knowledge (p<.001), learning satisfaction (p<.001), and performance (p<.001) of the personal assistants for the disabled. Conclusion: Considering these results, it would be useful to develop CPR practice curriculum to enhance CPR knowledge, attitude, confidence, learning satisfaction and performance of the personal assistants for the disabled.

• International Journal of Advanced Culture Technology
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• v.9 no.3
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• pp.188-201
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• 2021

The purpose of this study is to analyze the effects of online home learning in connection with extracurricular activities for lifelong education for the disabled in university on the cooking aids skills of cafeterias for the job search persons with developmental disabilities. Three people with job search developmental disabilities who have been in a state of unemployment for three years after graduating from a special high school course participated in the experiment. In order to verify the meaningful functional relationship between independent variables and dependent variables, multiple probe design across subjects, one of the main techniques of a single object study, was used. The experimental conditions according to the research design consisted of the steps of baseline, intervention, maintenance, and generalization. The dependent variable of this study is the restaurant cooking aid skills in the cafeteria, and three subskills such as side dish arrangement, sink arrangement, and dish washing were combined by task analysis. And the independent variable of this study was composed of procedures and methods to teach the environment, tools and materials related to the performance of dependent variables to the developmental disabled people at home by using real-time image technique through zoom service, and the contents of the performance by stages of task analysis. In addition, independent variables were applied to the subjects in the course of the extracurricular activities with the theme and contents of lifelong education for the disabled at university. Students who completed the above extracurricular activities practiced the intervention scene of the researcher through the screen sharing of zoom service. As a result, the subjects with developmental disabilities effectively acquired and maintained the positive response performance of dependent variables through independent variables. The subjects also showed high positive responses to generalization tests conducted in kitchens in cafeterias located elsewhere in the same university.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.3
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• pp.661-666
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• 2016

This study was to explore the living experiences of the disabled adults who were participating in public education Yahak program held at evening class. The study designed in-depth interviews with ten disabled people using a grounded theory approach. Through analyzing process, 34 concepts, 15 subcategories, and eight categories were deduced. In axial coding, casual condition, 'Suffering from unknown cause disabilities' and 'Isolated by social cause', context condition, 'Taking discriminative treat for disabilities' impacted on phenomenon, 'Overcoming their conditions by themselves'. Intervening conditions was 'Taking social supports' and action-interaction condition, 'Enjoying public programs' totally lead to consequence in 'Controlling daily life' and 'Exploring their own social roles'. The periods of process were divided three stages, reflecting disabled situation, formation phase of social relation, and self-developing phase. The core category, 'Trying to be recognized as a member of society' incorporated the relationship between and among all categories and explained the process. The study indicates that social education program for the disabled helped to develop themselves as a member of society. Therefore, we suggest there may be a need for training for professionals who work with disabled people to develop social adaptation.

• Journal of the Health Care and Life Science
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• v.10 no.2
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• pp.237-242
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• 2022

The purpose of this study is to explore an effective learning process by applying PBL to the subject of welfare theory for the disabled. To this end, 'Welfare Measures for the Severely Disabled in the Situation of COVID-19' was conducted as a class on the welfare of the disabled. A total of 20 students participated in the PBL class, and data were collected and analyzed through individual learning activities, group learning activities, evaluation papers, and reflection journals. The analysis results showed the effectiveness of the PBL class in the learners' problem-solving ability, self-directed learning ability, critical thinking ability, and cooperative learning ability. Based on the results of this study, a method for applying problem-focused learning (PBL) to social welfare subjects was suggested.

• Journal of Integrative Natural Science
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• v.14 no.2
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• pp.57-64
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• 2021

The effect of improving awareness by educational programs for improving the quality of daily life of the disabled and safety depends on the type of disability and individual differences, as well as the difficulty in evaluating education achievement and satisfaction. However, more effective programs can be developed and provided if the factors affecting the effectiveness of education can be identified. Training as one of the factors affecting effectiveness involves motivation. This is thought to be an important factor for any object regardless of the type of disability. It is recognized that "By providing programs for the disabled to immerse themselves, they can be motivated to participate in education and expect greater effects on educational effects." Gamification is convincing enough for general learning. Furthermore, a feature of gamification is the use of the game's structure to achieve its goal, which acts on participants' motivation. Some use game packages such as analog games and digital games, but some include gamification of activities themselves. The use of gamification in education has different characteristics from the development of businesses. Therefore, in this paper, we reviewed the current status and challenges with the aim of promoting the use of gamification in life safety education for the disabled.

• Journal of the Korean Institute of Intelligent Systems
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• v.16 no.2
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• pp.150-155
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• 2006

This study observes information education of facilities for the disabled. A certain facility for the disabled was selected in Daejeon to compare the educational environment for visually disabled of regular school for visually disabled and facilities for the disabled, and then personnel current situation by age and form of the disabled, teacher current situation by age, computer possessing current situation, weekly education schedule for the disabled, and equipment possessing current situation for visually disabled were observed. As a result, expansion of Braille education was necessary for the Braille skilled, which is the basis of information education information to visually disabled is insufficient, and forming of learning environment was desperate since equipment necessary for computer education was absurdly lacking unlike regular schools. Also, only 10 out of 21 teachers(47%) majored in social welfare or special education, and none majored in computer. It is because support for employment of those who majored social welfare, special education, and computer is insufficient compared to treatment for teachers at general schools at the facility for the disabled since teacher employment regulation at the facility for the disabled is not set. It is studied that providing high-quality of education environment to the disabled was desperate through physical and social treatment that suits nurturing of the professionally knowledge personnel through expansion of equipments and constant education and training based on government support to promote information education of the facility for the disabled.

• Journal of the Korea Society of Computer and Information
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• v.27 no.3
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• pp.209-216
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• 2022

In this paper, we propose an effective software education program to promote employment of the disabled and verify the effectiveness of SW education through pilot operation. In this SW education program, we develop a SW curriculum consisting of the basic course, Unity programming course, and the advanced course, AR/VR digital content development course. The SW education achievement standard develops the basic and advanced course achievement standards in consideration of the level of the virtual reality content production job of the National Competency Standards(NCS) and the SW education achievement standards of youth with visual, hearing, and physical disabilities. SW education materials are developed on a project basis so that one AR/VR digital content can be implemented step by step according to the intellectual level of the disabled based on Unity. SW education pilot training is conducted as online education based on Blended Learning due to COVID-19. In order to derive the SW education effect and each learner's individual SW education academic achievement for the SW education pilot training, a survey is conducted on learners, and the results are analyzed. In the basic course, 77.3% of learners achieved academic achievement above excellent(80-90), and in the advanced course, 48.8% of learners achieved academic achievement above excellent(80-90). These results verify that the SW education program for the disabled developed in this paper is effective in activating employment for the disabled.

• Journal of the Korea Convergence Society
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• v.6 no.4
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• pp.113-119
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• 2015

Currently, we are presenting an alternative educational environment for the normal student of education rules failure of the only that has been the school system student. The study for students with disabilities, it is designed especially to be able to use difficult disabilities the use of hand. Development objectives of the learning video e-learning system of persons with disabilities, is that to be able to capable of self-directed learning of disabled students. Configuration of e-running system, Web-based multimedia system, utilizing the system that will change the video conferencing system and voice to a character hearing impaired students through the chat system is 1:1 by communication, and teachers it is possible to perform two-way communication. A learning disability e-learning system developed in this paper between teachers and students with disabilities 1:1 training is conducted using a two-way communication algorithms.