• The Journal of the Korea Contents Association
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• v.21 no.6
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• pp.350-358
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• 2021

The purpose of this study is to analyze the status of rights for online learning of students with developmental disabilities in the COVID-19 situation and suggest plans to promote the rights focusing on parents with children with disabilities. This research conducted the mixed method, which utilizes the survey of 200 parents with children in chungbuk, who have developmental disabilities, and FGI of six parents. The survey analysis shows that 50.5% of the respondents could not support their children due to telecommuting. The most urgent support system for learning assistance was identified as support for assistive personnel. As a result of the analysis of FGI, two categories of "status of online classes in the COVID-19," "improving non-contact learning environment considering the nurturing environment," "diversifying teaching methods such as video classes," "introducing of a contextual assessment," and "enhancing health support." Based on these findings, the study proposed to review legal grounds for online classes for disabled students, expand the dispatch of learning support personnel and prepare plans to promote the online learning environment.

• Journal of Korean Dental Hygiene Science
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• v.3 no.1
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• pp.45-50
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• 2020

A total of nine oral health educators for 17 persons with developmental disabilities conducted oral health education once a week for four weeks. The oral health educators provided oral health knowledge education and individual toothbrushing teachings. The developmentally disabled people in their 20s and 30s conducted oral health education without a guardian. Ten people who completed all the four pieces of training had no significant improvement in the toothbrushing method and the recommended number of toothbrushing sessions a day, as well as a lack of growth in oral health knowledge. However, 58.8% of the individuals expressed satisfaction with the oral health education program, whereas, 52.9% expressed the desire for a re-education. Although the ratio of teachers to students was 1:2, and the oral health education conducted four times, it was insufficient to promote a successful oral health behavior or knowledge for people with developmental disabilities. Therefore, as a suggestion, oral health education for people with developmental disabilities ought to proceed with their guardians to promote the success of the training.

• Journal of Digital Contents Society
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• v.12 no.1
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• pp.33-48
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• 2011

In this thesis, a field experience activity support system is designed and implemented for improving social skills of children with developmental disabilities. The proposed system is designed to allow the students to experience various field activities around their local community. The proposed system has the following characteristics. First, it can improve effectiveness of field experience by providing very practical pre-study information to students. Second, the systems provides very practical and real-world problem-solving abilities rather than providing simple experience and superficial information. Third, the system allows students to change the contents according to their local community environments and purpose of use. Fourth, the system can be used as education for living at home as well as field experience study at schools. After applying the proposed system to students with developmental disabilities, the following positive results are obtained. First, the system have good effect on students with severe developmental disabilities when the system is used for prestudy. Specially those students are highly interested and motivated on study subjects. Second, at real field experience study place, students are well adapted and are very interested in their activities. Third, in the light of post-evaluation after field experience, it is reported that lots of study contents remain in their memory.

• 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.

• Child Studies in Asia-Pacific Contexts
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• v.7 no.1
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• pp.1-13
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• 2017

The rich cultural backgrounds and practices of children from native cultures are often absent in classroom instruction, as teachers might feel that they have inadequate knowledge and backgrounds in the unique practices of these populations. Historically, children from native cultures have had challenging educational experiences and poor educational outcomes. To address these challenges, we propose a Family and Culture Based (FCB) framework that draws from family-centered practice, asset-based practice, and culturally responsive pedagogy. This article describes the three steps of the FCB framework, which uses a teacher-as-learner approach to instruct students from native cultures by engaging teachers in reflection, gaining knowledge about the cultural practices of the family and community, and integrating the new knowledge into practice. We use a Pacific Islands case (Native Hawaiian family) and a Pacific Northwest case (First Nations family) to illustrate the potential benefits of using the FCB framework with indigenous students.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.33-39
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• 2023

Although COVID-19 has transitioned to a level 4 infectious disease in 2023 and has entered a stable trend, in special education settings, the importance of supporting the academic and social development gaps of students with disabilities caused by non-face-to-face learning situations such as remote classes during the COVID-19 period is emerging. there is. Accordingly, in this study, in order to identify and support the educational status and academic deficits of students with disabilities after COVID-19, we conducted a survey targeting 2,214 special education teachers in 17 cities and analyzed the results. As a result of the study, due to COVID-19, the developmental delay and educational gap in students with disabilities in terms of academics, emotions, and behavior deepened, and there was a high demand for manpower support, psychological counseling, and medical support for emotional behavior as a way to support this. Based on the results of this study, follow-up results were proposed.

• 재활복지
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• v.15 no.4
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• pp.27-47
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• 2011

The purpose of this research is to develop transition process and programmes for gently converting people with disabilities to local communities, through their empowerments. The methods used in the research were literature research, case studies on related programs, and expert interviews. The following shows the results. Firstly, the transition process for people with developmental disorders is exceedingly limited, and the process does not consider special attention needed for people with developmental disorders. Secondly, the postsecondary education programs for people with developmental disorders are being started as transition processes, however these programs need more connection with secondary schools. Thirdly, the primary factors which must be contemplated for University programs(for people with developmental disorders, after secondary education) are self-cognition and self-understanding. According to these results, we can suggest transition processes and programs within Universities for people with developmental disorders. (In Korea) Firstly, the postsecondary transition for people with developmental disorders requires a consideration of their characteristics, and mainstreaming education is also needed for their self-cognition and self-understanding. Considering this, the transition process within Universities can be an alternative. Secondly, tertiary educations within Universities for people with developmental disorders need to consider the following factors: ① The programs in Universities need to set up a support network. ② The door to program should be open to all students with developmental disorders within the Universities. ③ Organization of human resources must be systematized and connected, so that specialists within the Universities can participate in the postsecondary education programs for people with developmental disorders. ④ Inclusive learning activities must be under-taken, allowing students without disabilities to participate in the programs for students with developmental disorders.

• Journal of the Korea Society of Computer and Information
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• v.27 no.1
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• pp.69-75
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• 2022

This paper proposes a method of identifying the moment when a student with developmental disabilities needs assistance intervention in performing barista vocational training using virtual reality-based realistic contents. To this end, 21 students enrolled in a vocational training center for persons with disabilities were selected as study subjects. These students were trained to recognize the barista tools in a virtual reality environment. During the training, if students experienced difficulties and were unable to proceed further, they were asked to raise their hands or verbally request assistance. Using the collected data, two hypotheses were established based on the distance between the hand of the student and each barista tool in the virtual reality space in order to derive a criterion for judging the moment when an intervention is required. As a result of verifying the hypotheses, this study found that the cumulative distance from the hand of a student, who successfully finished the training without requiring an intervention, to the target barista tool as well as adjacent tools was significantly shorter than the cumulative distance to other barista tools.

• Journal of the Korea Society of Computer and Information
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• v.25 no.10
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• pp.261-268
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• 2020

In this paper, we propose an effective software education model for youths with disability. This software education model consists of a four-step process. In the first step, it draws the education curriculum of the software education for different types of disabled youths based on the results of comparative analysis of software education field in special education curriculum. In the second step, it suggests achievement standards for effective software education for the disabled students by classifying students with intellectual disabilities and visual, hearing, and physical disabilities without any multiple disabilities. In the third step, the study developed a modular textbook comprised of unplugged activities using coding robot Albert, physical computing, and block/text coding with the reflection of the characteristic of each type of disability. In the fourth step, it applied the textbook to the school field and educated disabled students focusing on experience to allow them to think logically and by stages about different problems they face in daily lives. In addition, by analyzing the results of youths' performance evaluation and surveys, it was shown that 82.3% of developmental disabilities, 78.8% of visual impairments, 90.9% of hearing impairments, and 78.8% of physically disabilities achieved achievements above the "medium" level. These results prove that the software education model for youths with disabilities proposed in this paper is very effective in improving computational chinking of youths with disabilities.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.33 no.1
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• pp.279-299
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• 2022

This study tried to identify the reading and library use and requirements of children and young adults with disabilities in school age, and to suggest improvements in library policy, centered on the National Library for the Disabled Unlike the library policy centered on the creation of alternative materials and the establishment of an integrated cataloging system for alternative materials, children and young adults with disabilities mainly use paper books, and 80% of them hardly use the library. This study established a system centered on the special school library and proposed to establish a foundation for enjoying reading culture through curation of books by disability type and developmental age. In addition, based on the development of international standardization of multimedia collections, cooperation with the National Library for Children and Young Adults, and the expansion of librarian, collections, and budgets of special school libraries, linkage with students with disabilities in special classes of general schools was suggested.