• 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.

• 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.

• Journal of Digital Convergence
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• v.16 no.2
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• pp.65-71
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• 2018

The purpose of this study is to examine the perception of the right to vote of persons with developmental disabilities in college students. College students attending in A University and B University in Gwangju Metropolitan City were selected using convenience sampling and 370 samples were finally analyzed. The results were as follows. First, the subjects who took a disability course had high perception of the right to vote of persons with developmental disabilities. Second, it was discovered that the more times people participated in the volunteer work related to disabilities, the more recognition they had on the voting rights of people with developmental disabilities. Third, the subjects who responded for the need for the political rights of persons with developmental disabilities had more positive perception of the right to vote of persons with developmental disabilities than those who did not responded. Based on the findings, it was suggested that methods should be investigated to establish positive attitude and perception of the right to vote of persons with developmental disabilities in persons without developmental disabilities including college students.

• Journal of Korea Multimedia Society
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• v.24 no.2
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• pp.328-335
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• 2021

In the era of 'Untact', virtual reality-based job training platforms are actively being used as part of non-face-to-face education for students with developmental disabilities. Because the people with developmental disabilities may lack sufficient cognitive abilities, it is difficult to conduct untact training seamlessly without the help of a third party. Therefore, it is necessary for training programs to identify the right timing to provide help so that the training can be continued. This research analyzed the visual attention of students with developmental disabilities in virtual reality-based job training program in order to determine the point of time when an intervention is required by the trainee. Results showed that students who completed the mission tended to have intense visual attention on a small number of objects for a certain period of time; the visual attention of the students who failed tended to shift erratically among multiple objects.

• Journal of People, Plants, and Environment
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• v.23 no.1
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• pp.77-85
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• 2020

The purpose of this study was to examine the effects of a healing garden program based on internal factors of vocational adaptation on career attitude for college students with developmental disabilities. First, healing garden program was defined by a group of experts related to education for developmental disabilities in the industry and academia through the focus group interview. Second, the healing garden program for college students with developmental disabilities was carried out for 15 weeks. Third, this study examined the effects of healing garden program based on internal factors of vocational adaptation on career attitude for college students with developmental disabilities. The participants of this study were 55 college students with developmental disabilities in N University, with 25 students placed in the experimental group and the other 30 in the control group. As a result of examination, the difference between before and after the program, it was found that factors of career attitude were improved significantly after the program in the experimental group, with Factor 1 (determination) increased from 2.08 to 3.39, Factor 2 (finality) from 2.28 to 3.19, Factor 3 (confidence) from 2.20 to 3.69, Factor 4 (preparation) from 2.12 to 3.79, and Factor 5 (independence) from 1.88 to 3.63. But the control group did not show a significant improvement after 15 weeks of the program except Factor 3 (confidence) and Factor 5 (independence). It was found that the healing garden program based on internal factors of vocational adaptation had effects on career attitude for college students with developmental disabilities. Finally, the program will contribute to vocational rehabilitation for college students with disabilities. The findings further suggest that healing gardening programs that facilitate career attitudes must be continuously developed and applied in order to establish effective transition from school to the world of vocational adaptation.

• Journal of People, Plants, and Environment
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• v.24 no.1
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• pp.75-84
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• 2021

Background and objective: This study was conducted to examine the effects of the theme-based garden book (photo book) making integration program on social skills and self-determination of college students with developmental disabilities. Methods: We analyzed the changes in social skills and self-determination of college students with developmental disabilities. The first step was defining the theme-based garden book (photo book) making integration program, which was done by focus group interviews (FGI) comprised of specialists in the industry and academia. The second step was carrying out 8 sessions of the program. The third step was examining the effects of the program on social skills and self-determination of college students with developmental disabilities. The participants of this study were 36 college students with developmental disabilities attending N University, and 17 students were in the experiment group and the other 19 in the control group. Results: The control group showed no statistically significant changes in the three sub-domains of social skills, while the experimental group showed statistically significant differences across all three sub-domains, such as cooperation(P < .05), assertion(P < .05), and self-control(P < .05). The experimental group, that participated in the program showed statistically significant differences across all four sub-domains of self-determination skills, such as behavior (P < .05), cognition(P < .05), school support(P < .05) and home support(P < .05). This proved that the theme-based garden book (photo book) making program contributed to bringing positive effects to self-determination and social skills. Conclusion: These results suggest that the theme-based garden book (photo book) making integration program could improve self-determination and social skills of college students with developmental disabilities. These positive changes are related to the high level of interest in theme-based garden design programs among college students with developmental disabilities, and thus these programs can be used effectively to improve social adjustment.

• 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.

• 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.

• 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.

• 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.