김이슬 Yi-seul Kim , 최진혁 Jin-hyeok Choi

DOI:10.34262/kadd.2025.29.3.1 Vol.29(No.3) 1-17, 2025

This study aimed to analyze the characteristics of individuals with developmental disabilities who have no experience using employment services, as well as the factors contributing to their employment exclusion. Data were drawn from the original dataset of the 2024 Survey on the Work and Life of Individuals with Developmental Disabilities conducted by the Korea Employment Agency for Persons with Disabilities. Using SPSS Statistics 29, cross-tabulation and logistic regression analyses were performed. The dependent variable was the experience of using employment services, and independent variables included sociodemographic factors, functional and cognitive abilities, social support and environmental factors, and awareness and accessibility of employment-related services. The results showed that variables significantly affecting employment service utilization included age, employment intention, communication ability, cognitive ability, co-residence with a guardian, receipt of basic livelihood benefits, level of family support for employment, type of institution currently used, and the type of service perceived as most needed. These findings suggest that the current employment service delivery system does not adequately reflect the diversity and individual needs of people with developmental disabilities, and that structural gaps exist in terms of service awareness, accessibility, and relevance. To address these issues, individualized program design, stronger service linkage systems, and expanded connections across various institutions are needed. In addition, further qualitative and longitudinal studies are required to explore the transitional life experiences of those who are excluded from employment services.

발달장애인, 고용서비스, 고용서비스 이용 영향 요인, Developmental Disabilities, Employment Services, Determinants of Employment Service Utilization

김예린 Yea-rin Kim , 김화수 Wha-soo Kim

DOI:10.34262/kadd.2025.29.3.2 Vol.29(No.3) 19-36, 2025

The purpose of this study was to examine narrative writing characteristics of adults with developmental disabilities using animation as a medium. Adults with developmental disabilities whose language ages ranged from 9 to 11 years and typically developing children matched on language age viewed a silent animation; their written narratives were then collected for comparison and analysis. The collected narratives were analyzed in terms of subdomains of writing (content organization, cohesive markers, syntactic complexity, lexical diversity) and writing fluency (text organization, writing errors, spelling errors), with frequencies or counts recorded. Descriptive statistics were used to compute group means and standard deviations by category, and independent-samples t-tests were conducted to examine between-group differences. The results showed that the adults with developmental disabilities significantly in their use of vocabulary related to visual cues, the number of cohesive markers, and the frequency of writing and spelling errors. Adults with developmental disabilities produced fewer sentence-level errors and spelling that enhance sentence cohesion compared with the children, and when they did sue them, many appeared inappropriately. Moreover, rather than using vocabulary directly depicted in the animation, they more often employed self-generated terms evoked by the video, which seemed to hinder clear communication to readers. Therefore, to further develop narrative-writing skills in adults with developmental disabilities, writing programs should include activities such as interpreting visual cues from provided materials, producing complex sentences, correcting substitution errors, and applying appropriate final consonants. We expect these findings to serve as foundational data for lifelong education programs for adults with developmental disabilities.

발달장애, 이야기, 쓰기, 애니메이션, Developmental Disability, Narrative, Writing, Animation

김영준 Young-jun Kim , 권량희 Ryang-hee Kwon

DOI:10.34262/kadd.2025.29.3.3 Vol.29(No.3) 37-67, 2025

The purpose of this study is to design a learning module for extracurricular activities linked to certify lifelong education job competencies for persons with developmental disabilities in classes for transition education subjects organized in the major curriculum of secondary and vocational special education departments at universities. The method of the study consisted of a procedure that applied FGI by selecting five special education experts. The main content of the study was a learning theme and method type for extracurricular activities that can certify lifelong education job competencies for persons with developmental disabilities in connection with class themes and contents for transition education subjects organized in universities’ major curriculum for secondary and vocational special education. First, the learning theme for extracurricular activities that can certify lifelong education job competencies for persons with developmental disabilities above was the transition assessment to improve and restructure individualized transition plan (ITP) based on vocational disabilities that conceptualize and structure all adaptation behavioral factors for comprehensive independent life, including self-reliance patterns (daily, housing, social, leisure, occupation, self-management, self-determination, etc.) and employability and job stability of persons with developmental disabilities. The integrated approach between the individualized lifelong education plan (ILEP) and the individualized employment support plan (IESP) linked to the individualized transition plan (ITP) assessed based on the vocational disabilities of persons with developmental disabilities was also presented as a major learning theme for extracurricular activities above. Next, as a type of method that can effectively cultivate two-dimensional learning themes for extracurricular activities, expert invitation special lectures, learning communities, feedback meetings, and field practices were presented in a sequential and linked context. In this regard, this study emphasized that the integrated approach between the individualized lifelong education plan (ILEP) and the individualized employment support plan (IESP), including the individualized transition plan (ITP) based on vocational disabilities of persons with developmental disabilities, which was explored and designed by learners who took classes for transition education subjects in the departments of universities for secondary and vocational special education, should be shared with experts from local lifelong education organizations to improve feedback. In addition, the procedural criteria for the above learners to enter local lifelong education-related institutions and actually perform field practices were also emphasized. According to the results of the study, not only the procedure for preparing detailed learning themes and method types for extracurricular activities for the purpose of this study, but also the need to reflect the administrative generalization of learners’ roadmap for learning modules for extracurricular activities through collaboration between universities and local lifelong education-related organizations.

Developmental Disabilities, Job Competency Certification for Lifelong Education, Class for Transition Education Subject, Learning Module for Extracurricular Activities, Secondary and Vocational Special Education Departments of Universities, 발달장애, 평생교육 직무역량 인증, 전환교육 교과목 수업, 비교과교육 학습 모듈, 대학 중등 및 직업특수교육과

서승연 Seung-yeon Seo , 김서현 Seo-hyeon Kim , 이영선 Young-sun Lee

DOI:10.34262/kadd.2025.29.3.4 Vol.29(No.3) 69-102, 2025

This study examined domestic and international research trends on mobility support for individuals with developmental disabilities who use digital technology, and analyzed the technical and design-related characteristics identified in these studies. A total of 50 articles were s elected based on selection criteria, and research trends and characteristics were analyzed. According to the findings, related studies have been conducted more actively abroad. Among the research participants, adults by age and individuals with intellectual disabilities by disability type accounted for the largest proportion. Experimental research methods were more commonly employed than qualitative research methods. In terms of technological and design-related features, smartphones were the most frequently used hardware. Regarding software, commercial programs and custom-developed applications were used with comparable frequency, each representing a substantial proportion of the studies. Additionally, design features and support strategies in digital technology use were analyzed based on implementation patterns across research settings, target goals, and dependent variables, and context-based implementation strategies. Based on these findings, this study proposes key implications and future directions for inclusive digital mobility support design for individuals with developmental disabilities.

지적장애, 자폐성장애, 디지털, 기술, 길찾기, 독립생활, 문헌분석 Intellectual Disability, Autism Spectrum Disorder, Digital Technology, Navigation, Independent Living, Literature Review

김명숙 Myoung-sook Kim , 김아라 Ah-ra Kim , 왕보름 Bo-reum Wang , 임선아 Sun-ah Lim

DOI:10.34262/kadd.2025.29.3.5 Vol.29(No.3) 103-133, 2025

The purpose of our study was to design an observation program considering cognitive and learning characteristics of students with intellectual disabilities. In addition, we aimed to examine the effects of this program on those students’ expression abilities, vocabulary abilities, and language problem-solving abilities. The observation program was composed of 13 sub-observation elements according to the contents of mathematics and Korean in the 2015 revised basic education curriculum for special education. The instructional procedure of the program was developed by applying an explicit instruction method. This program was conducted as one-group pre- and post-test design for six students with intellectual disabilities. For the expression abilities, every student's observation record was analyzed in each session. Furthermore, the expression of the observation area was analyzed by a visual analysis method. The results of the vocabulary and language problem-solving abilities were compared before and after the intervention. The results of this analysis revealed that the explicit instruction-based observation program using digital media positively influences the expression abilities, receptive and expressive vocabulary abilities, and language problem-solving abilities of students with intellectual disabilities. Therefore, we affirmed that confirming various observations through activities of expanding and reducing visual data using digital media has an educational effect on the observational expression abilities of students with intellectual disabilities. Moreover, we found that the analysis of systematic tasks and instructional procedures divided into small steps, which are characteristic of explicit instruction methods, can be effective in learning for students with intellectual disabilities. Furthermore, the use of controlled writing as a method of expressing what was observed could be effective in improving the observational expression abilities and vocabulary abilities of students with intellectual disabilities. Finally, the results of our study suggested that the activities of viewing the center and surrounding of the observation program using vision positively influence observing and understanding problem situations.

디지털 매체, 명시적 교수, 관찰 프로그램, 지적장애, Digital Media, Explicit Instruction, Observation Program, Intellectual Disability

유혜민 Hye-min Yoo , 이선화 Seon-hwa Lee

DOI:10.34262/kadd.2025.29.3.6 Vol.29(No.3) 135-151, 2025

This study focused on the emotions experienced by mothers of children with developmental disabilities during the parenting process. By exploring these experiences using phenomenological research methods, the study aims to examine the direction of parenting for children with developmental disabilities both of school age and approaching school age, and to identify practical implications for disability welfare policies for mothers as primary caregivers. To this end, one-on-one interviews were conducted, both face-to-face and remote, with four mothers who live with their children with developmental disabilities and directly care for them. The analysis revealed 38 core meanings, nine central themes, and four essential themes. These essential themes included 1) the initial shock of the diagnosis, 2) the mothers’ lives without being able to express their emotions, 3) the accumulation of repeated misunderstandings and minor wounds, and 4) loneliness and disconnection from social relationships. These experiences transcend simple parenting stress and are structured into the repetitive, accumulating “little traumas” experienced in daily life. By examining the lives of mothers of children with developmental disabilities from the perspective of accumulated emotional experiences, this study presents a perspective distinct from existing research focused on growth and acceptance. Furthermore, it suggests the need for early counseling intervention, increased social sensitivity, emotional recovery programs, and the establishment of family support systems, suggesting necessary measures for counseling and welfare settings.

발달장애, 정서경험, 작은 트라우마, 현상학 연구, Developmental Disability, Emotional Experience, little t Trauma, Phenomenological Study

김지수 Ji-su Kim

DOI:10.34262/kadd.2025.29.3.7 Vol.29(No.3) 153-172, 2025

This study examined the influence of digital technology utilization skills on daily life satisfaction among adults with developmental disabilities, focusing on the mediating role of social participation in a highly digitalized society. Using data from the ‘Work and Life of People with Developmental Disabilities in 2 0 24’, responses from 2,565 c caregivers or family m embers of individuals aged 1 8 and older were analyzed. A mediation model was tested through multiple regression analysis with SPSS and PROCESS Macro. Results indicated that digital technology skills positively predicted daily life satisfaction, with social participation partially mediating this relationship. According to the findings of this study, it is essential to provide early education during the school years to enable individuals with developmental disabilities to acquire the digital competencies required for active social participation. Furthermore, the study underscores the necessity of formulating and implementing policy measures that adequately reflect the needs of individuals with developmental disabilities.

발달장애, 디지털 역량, 스마트 폰, 사회활동 참여, 일상생활 만족도, Developmental Disabilities, Digital Competence, Smartphone, Social Participation, Life Satisfaction

박수경 Soo-kyung Park , 나유재 Yu-jae Na , 박희현 Hee-hyun Park

DOI:10.34262/kadd.2025.29.3.8 Vol.29(No.3) 173-190, 2025

This study aimed to examine the serial mediating effects of affiliate stigma and maladaptive coping on the relationship between attitudes toward people with disabilities and depression among adult siblings of individuals with developmental disabilities. The participants were 152 adult siblings residing in Seoul, South Korea, and data were collected using a structured self-report questionnaire. Data were analyzed using the SPSS PROCESS macro, and the significance of the mediation effects was tested through bootstrapping. The analysis revealed that attitudes toward people with disabilities did not have a direct effect on depression; however, a full mediation effect was observed through the sequential pathway of affiliate stigma and maladaptive coping, which indirectly influenced depression. Specifically, negative attitudes toward people with disabilities increased affiliate stigma, which in turn elevated the use of maladaptive coping strategies, ultimately leading to higher levels of depression. These findings confirm that depression among adult siblings of individuals with developmental disabilities is influenced by a complex interplay of psychosocial factors, highlighting the need for comprehensive intervention strategies.

발달장애인 성인 비장애 형제, 장애인에 대한 태도, 동반낙인감, 역기능적 대처, 우울, Adult Siblings of Individuals with Developmental Disabilities, Attitudes Toward People with Disabilities, Affiliate Stigma, Maladaptive Coping, Depression

전유찬 Yu-chan Jeon , 강지연 Ji-yeon Kang , 박서연 Seo-yeon Park , 최영현 Young-hyun Choi

DOI:10.34262/kadd.2025.29.3.9 Vol.29(No.3) 191-206, 2025

This study aimed to provide foundational data for the development of play-based history teaching and learning materials for young children with developmental delays by analyzing the needs of field experts. Focus Group Interviews (FGIs) were conducted with 20 participants, including special education teachers and inclusive classroom teachers, and the collected data were analyzed using Moustakas’ (1994) phenomenological analysis procedure. The results indicated that the most relevant history learning domains for children with developmental delays were communication, social relationships, and exploration of nature, while the need for self-help skillswas also highlighted. Difficulties in utilizing existing materials were identified as challenges in understanding instructions, maintaining attention, and dealing with abstract content delivery. The areas in need of improvement included the incorporation of engaging elements, content diversity, validity, and teacher support. In addition, the study revealed the demand for materials that integrate preferred play types of young children and provide visual and home-linked resources. The significance of this study lies in presenting practical design directions for instructional materials that reflect the developmental characteristics and learning needs of children with developmental delays.

발달지체유아, 발달지체, 유아교육, 역사 교육, 교수·학습자료, Children with Developmental Delays, Developmental Delays, Early Childhood Education, History, Education, Teaching and Learning Materials

우보람 Boram Woo , 이주연 Ju-yeon Lee , 이선희 Surn-hee Lee

DOI:10.34262/kadd.2025.29.3.10 Vol.29(No.3) 207-229, 2025

The purpose of this study was to examine the effects of a combined video modeling and self-monitoring intervention on the independent performance of vacuuming skills in a middle school student with autism spectrum disorder (ASD). The participant was a male student enrolled in a special education class within a general middle school. A multiple baseline across settings design was implemented across three environments―special education classroom, school health room, and home―to evaluate changes in independent task performance related to vacuum use. The intervention consisted of video modeling paired with a self-monitoring strategy. To ensure procedural fidelity, behavioral skills training (BST) was provided to both the school nurse and the participant's mother. The results of the study, the participant achieved 100% independent task completion across all settings. Maintenance probes conducted two weeks post-intervention indicated maintenance of 100% performance. These findings suggest that the visual clarity provided by video modeling and the self-regulatory components of self-monitoring may function synergistically to support the acquisition and maintenance of functional daily living skills in students with ASD.

비디오 모델링, 자기점검 전략, 자폐성 장애 학생, 청소기 사용 기술, 행동기술훈련, Video Modeling, Self-Monitoring, Autism Spectrum Disorder, Vacuuming Skills, Behavioral Skills Training

민기연 Ki-yeon Min

DOI:10.34262/kadd.2025.29.3.11 Vol.29(No.3) 231-253, 2025

This study explored the mentoring experiences of non-disabled undergraduate students who participated as mentors in a university life experience program for high school students with disabilities, with a particular focus on their personal changes and shifts in disability awareness that emerged during the program. Non-disabled undergraduates, as the primary actors who interact most closely with high school students with disabilities, provide qualitative insights that are often overlooked in quantitative, outcome-oriented reports. To this end, in-depth interviews were conducted with 11 male and female undergraduates who served as mentors in the program implemented at University A between 2021 and 2023, and qualitative data were collected and analyzed. The analysis identified four core themes: (1) motivations for participation and initial psychological distance, (2) mentoring experiences and challenges, (3) transformation of perceptions and reflections on the university environment, and (4) expansion of career awareness and the growth of social sensitivity. These four themes were further divided into 14 subcategories. The findings provide foundational data for the structural improvement of similar programs and offer implications for developing disability awareness education and strategies for fostering social inclusion among non-disabled undergraduates.

대학생 멘토링, 비장애 학부생, 고교 장애학생 대학생활체험, Undergraduate Mentoring, Non-Disabled Students, College Transition Program, High School Students with Disabilities

이재호 Jae-ho Lee , 박영근 Yung-keun Park

DOI:10.34262/kadd.2025.29.3.12 Vol.29(No.3) 255-278, 2025

This study aims to analyze the determinants of participation in lifelong education programs among adults with developmental disabilities. Data were collected from 215 parents and guardians of adults with developmental disabilities who responded to the Survey on the Demand for Lifelong Education for Persons with Developmental Disabilities conducted in City A in 2019. The primary research questions of this study were: (1) How do individual characteristics of persons with developmental disabilities (type and severity of disability) and family environmental factors influence participation in lifelong education programs? and (2) How do community infrastructure factors (distance, accessibility, and information availability) affect participation? Results from logistic regression analysis revealed that the severity of disability and the amount of support time from personal assistants had significant positive effects on program participation. Conversely, distance to educational institutions and program costs showed significant negative effects. Factor analysis identified key barriers to lifelong education participation: ‘lack of geographic accessibility’, ‘lack of program information’, ‘financial burden’, and ‘absence of appropriate programs’. Based on these findings, this study recommends that City A develop a Comprehensive Plan for Promoting Lifelong Education for Individuals with Developmental Disabilities. Specifically, it suggests establishing district-level “hub-type lifelong education centers” to enhance geographic accessibility and expanding multi-tiered support systems, including one-on-one individualized programs and increased activity assistance for individuals with severe disabilities.

성인 발달장애인, 평생교육 참여, 로지스틱 회귀분석, 접근성, Adults with Developmental Disabilities, Lifelong Education Participation, Logistic Regression Analysis, Accessibility

이병화 Byung-hwa Lee , 최유일 Yu-il Choi

DOI:10.34262/kadd.2025.29.3.13 Vol.29(No.3) 279-296, 2025

This study empirically examined the impact of perceived discrimination experienced by adults with developmental disabilities on their caregivers’ mental health, and whether the social well-being of the individuals with disabilities moderates this relationship. Data were collected through a structured interview survey with 800 adults with developmental disabilities residing in Gyeonggi Province. The analysis yielded three main findings. First, higher levels of perceived discrimination among adults with developmental disabilities were associated with lower levels of mental health among their caregivers. Second, higher levels of social well-being among individuals with developmental disabilities were significantly associated with improved mental health in caregivers. Third, social well-being demonstrated a moderating effect on the relationship between perceived discrimination and caregiver mental health, such that the negative impact of discrimination was alleviated when the level of social well-being was high. These findings highlight that the social experiences of individuals with developmental disabilities can influence the psychological well-being of their caregivers. The study suggests the importance of adopting an integrated approach that considers both individuals with developmental disabilities and their caregivers in the development of future disability welfare policies and family support services.

성인 발달장애인, 지각된 차별, 정신건강, 사회적 안녕, Adults with Developmental Disabilities, Perceived Discrimination, Mental Health, Social Well-Being

최민식 Min-sik Choi

DOI:10.34262/kadd.2025.29.3.14 Vol.29(No.3) 297-320, 2025

This study was conducted to explore the experiences of parents of children with developmental disabilities in the transition to adulthood through field-based career exploration activities that considered their children’s career types and needs. The purpose was to identify their various perceptions and support needs during this process, thereby exploring ways to prepare for the transition to adulthood and improve the career environment for students with developmental disabilities. Twelve parents of third-year students in special schools and majoring in the field participated in the study. After the field-based career exploration activities, two focus groups were formed and interviews were conducted. Qualitative data collected during the research, including field journals, reflective journals, portfolios, and documentary materials, were analyzed using a classification and analysis method based on interactionist perspectives and continuous comparative analysis. The research results identified three key themes, six superordinate categories, and 14 subcategories: first, the need for field-centered career exploration activities (difficulties in preparing for careers during the transition to adulthood, thirst for specific career information and application); second, the process and experience of field-centered career exploration activities (vivid career information provided in the field, specific practical activities for preparing for the transition to adulthood, opportunities for changing and expanding career awareness); and third, support for field-centered career exploration activities (exploration activities through collaboration between schools and career agencies). These research findings will be utilized as basic data for education, parental support, and policy development to prepare students with developmental disabilities for the transition to adulthood, as well as for follow-up research.

발달장애 학부모, 성인전환기, 현장중심 진로탐색 활동, 초점집단면담, Parents of Students with Developmental Disabilities, Transition to Adulthood, Field-Centered Career E xploration Activities, Focus Group Interview

윤형준 Hyung-jun Yun , 이용화 Yong-hwa Lee

DOI:10.34262/kadd.2025.29.3.15 Vol.29(No.3) 321-334, 2025

This study aimed to examine the effects of scaffolding strategies within psychomotor program contexts on the self-determined behaviors (choice-making, decision-making, and participation) of students with developmental disabilities. A total of 17 sessions of a psychomotor program were conducted with three students, and an ABAB single-subject reversal design was applied to verify the intervention effects. The results showed that all three students demonstrated increased self-determined behaviors when scaffolding strategies were implemented, with particularly positive changes observed in choice-making, decision-making, and participation. This study does not provide evidence of the general effectiveness of psychomotor programs themselves, but rather confirms that scaffolding strategies are effective in enhancing self-determined behaviors within psychomotor contexts for students with developmental disabilities. These findings offer empirical support for the use of scaffolding as an effective educational and therapeutic support tool in educational and rehabilitation settings.

심리운동, 발달장애, 스캐폴딩, 자기결정행동, Psychomotor Program, Developmental Disability, Scaffolding, Self-determination Behavior

이도영 Do-yeong Lee , 김고은 Go-eun Kim

DOI:10.34262/kadd.2025.29.3.16 Vol.29(No.3) 335-360, 2025

This study aimed to explore in depth the experience of behavioral intervention by a mother raising an adolescent with autism spectrum disorder who exhibits severe problem behaviors, through Applied Behavior Analysis (ABA) based parent coaching. A middle-aged mother of a high school student with severe ASD was selected as a case, and ABA based parent coaching was conducted over a 12-month period. The study was carried out using Yin’s case study methodology, and data were collected from behavior logs, in-depth interviews during the coaching process, coaching notes, and self-monitoring records. Based on the collected data, changes in the problem behaviors were identified, and the overall coaching process was qualitatively analyzed using pattern-matching techniques. The findings revealed that the mother applied the ABA strategies learned through coaching in the home setting, resulting in a significant reduction in problem behaviors. She also demonstrated refinement and expansion of intervention skills in areas such as setting target behaviors, selecting reinforcers, conducting functional behavior assessments, and teaching alternative behaviors. These changes contributed to emotional stability and improved family relationships. At the same time, the mother expressed psychological burdens, perceived limitations in her role as an interventionist, and a lack of support systems. Furthermore, the ABA principles were found to be embedded not only in the child’s intervention but also in the structure and implementation of the parent coaching itself. This study suggests that parent led interventions in natural home environments can have a meaningful impact on behavioral changes in children with Autism Spectrum Disorder. It also offers practical implications for the applicability and expansion of ABA based parent coaching.

자폐성장애, 응용행동분석, 부모코칭, 문제행동, 사례연구, Autism Spectrum Disorder, Applied Behavior Analysis, Parent Coaching, Problem Behavior, Case Study

이재욱 Jae-wook Lee , 김유림 Yu-lim Kim

DOI:10.34262/kadd.2025.29.3.17 Vol.29(No.3) 361-398, 2025

This study was conducted to investigate speech-language pathologists’ perceptions of children with ADHD and the current state of communication support provided to them. To this end, two focus group interviews were conducted, each with one session, involving a total of seven speech-language pathologists. The research results classified language and communication characteristics based on the experiences of children with ADHD speech disorders, language disorders, and literacy. Difficulties in speech therapy for children with ADHD were categorized into limitations in the role of SLPs, difficulties in implementing therapeutic interventions, difficulties in counselling, and the psychological characteristics of children with ADHD. Areas of focus in speech therapy for children with ADHD were classified into strategies and material modifications to maintain attention, literacy intervention, pragmatic language intervention, and medication use. Finally, the role of SLPs within and outside the therapy settings was categorized into education·counselling and collaboration. Based on these findings, the study discusses SLPs’ perceptions of communication support for children with ADHD and offers suggestions. These insights are expected to contribute to the advancement of language therapy practices for children with ADHD and inform future research.

언어재활사, ADHD 아동, 언어 및 의사소통 지원 실태 인식, 질적 분석, SLPs, Children with ADHD, Perceptions of the Current State of Communication Support, A, Qualitative Analysis

김하늘 Ha-neul Kim

DOI:10.34262/kadd.2025.29.3.18 Vol.29(No.3) 399-417, 2025

This study empirically analyzed the effects of self-management intervention using an artificial intelligence (AI) voice assistant on the self-management performance, autonomous participation, and preference of students with developmental disabilities. A single-subject research design with a multiple-baseline design across participants was conducted with three students with developmental disabilities enrolled in a general middle school, and a self-management intervention utilizing the Naver Clova AI voice assistant was implemented over approximately three months. The results indicated that all participants demonstrated substantial improvement in self-management performance compared to baseline, and the effects were maintained for a certain period after the intervention ended. Furthermore, the students exhibited positive attitudes and high preference toward self-management activities based on the AI voice assistant. Social validity evaluation confirmed that the goals, procedures, and outcomes of the intervention were considered acceptable and practically beneficial by both educational settings and families. This study demonstrates the effectiveness and practical applicability of AI-based self-management interventions in special education settings and suggests the potential for developing educational support strategies for self-management of students with developmental disabilities using AI technology. However, limitations regarding the small sample size, issues surrounding AI-based education, and the lack of long-term effect verification remain; thus, future research should include a wider range of environments and participants.

AI 음성비서, 발달장애학생, 자기관리중재, 자발적참여, 선호도평가 AI Voice Assistant, Students with Developmental Disabilities, Self-Management Intervention, Voluntary Participation, Preference Assessment

김기흥 Ki-heung Kim

DOI:10.34262/kadd.2025.29.3.19 Vol.29(No.3) 419-438, 2025

This study examined the awareness and support needs of elementary school administrators in Busan Metropolitan City with special classes regarding the current state of inclusive education in Korea. The subjects of the study were nine elementary school administrators (three vice principals and six principals), and individual in-depth interviews were conducted. Through the analysis of the research results, two major themes, five categories, and 16 subcategories were derived. The discussion points based on this are as follows. First, school administrators hope for reform of the excessively selfish and competitive educational culture in our society in order to achieve the essential meaning and purpose of inclusive education. Second, regarding the legitimacy of inclusive education for students with disabilities, school administrators found that there is a large gap between the legal definition and educational reality. Third, school administrators demand that comprehensive policy measures be prepared urgently to address the difficulties and avoidance in the process of assigning homeroom teachers for inclusive classes.

통합교육, 학교관리자, 통합학급, 특수학급, Inclusive Education, School Administrators, Inclusive Classes, Special Classes

김민 Min Kim , 이윤정 Yoon-jung Lee , 최미영 Mi-young Choi , 이은정 Eun-jung Lee , 유은일 Eun-il Yoo , 권용진 Hee-jung Kim , 이로미 Yong-jin Kwon , 이승희 Ro-mi Lee , 손호준 Seung-hee Lee , Ho-jun Son

DOI:10.34262/kadd.2025.29.3.20 Vol.29(No.3) 439-456, 2025

This study qualitatively analyzed self-reflective reports written by pre-medical students at S University College of Medicine as part of a Living Lab-based course titled “Living Labs in Society and Healthcare Settings.” The course was designed in collaboration with the Seoul Community Rehabilitation Center to provide a practice-oriented curriculum that integrates one-on-one relationship building with individuals with developmental disabilities followed by direct feedback from the course faculty. Following each 1:1 activity, students engaged in short reflective writing to summarize their experiences and next steps in the relationship building. We used Kolb’s experiential learning theory as the key theoretical framework for thematic analysis. Following key categories were identified from the students’ self-reflection reports: emotional responses, cognitive shifts, relational awareness, and willingness to take action. Our analyses revealed that students came to understand empathy not merely as an emotional reaction, but as a relational and structural competence involving the comprehension of others’ lives within broader social contexts. Notably, reflective writing centered on self-examination, combined with feedback interventions, played a significant role in deepening empathy and fostering practical transformation. The students’ changes in perception were found to be closely aligned with Kolb’s experiential learning cycle. This study empirically demonstrates that empathy education can be cultivated as a professional competence beyond emotional sensitivity. Furthermore, it offers direction for the design of empathy education based on reflective writing.

공감교육, 리빙랩, 의학교육, 발달장애, 성찰 보고서, Empathy Education, Living Lab, Medical Education, Developmental Disabilities, Reflection Report

이아영 A-yeong Lee

DOI:10.34262/kadd.2025.29.3.21 Vol.29(No.3) 457-480, 2025

This study is a theoretical review exploring the applicability of art therapy within the SCERTS Model for children with autism spectrum disorders. A systematic literature review was conducted through three stages: individual theory analysis, identification of connecting points, and construction of an integrated approach. The findings confirmed that art therapy can make meaningful contributions across all three SCERTS Model domains. In Social Communication, art therapy facilitates joint attention development and promotes communication through symbolic expression. In Emotional Regulation, it enhances self-regulation abilities and provides arousal regulation through sensory-integrative activities. In Transactional Support, art therapy offers interpersonal support and develops visual learning tools. Within multidisciplinary teams, art therapists can serve as non-verbal expression specialists in core therapeutic roles. This study provides a theoretical foundation for utilizing the visual thinking strengths of children with autism spectrum disorders while implementing developmental, family-centered, and multidisciplinary collaborative principles. Future empirical validation and specific program development research are needed.

자폐스펙트럼 장애, SCERTS Model, 미술치료, Spectrum Disorder, Art Therapy

김나현 Na-hyeon Kim

DOI:10.34262/kadd.2025.29.3.22 Vol.29(No.3) 481-495, 2025

This study systematically analyzed research trends on artificial intelligence (AI)-based disability welfare in Korea from 2015 to 2024. A total of 84 studies were selected through multiple keyword searches related to “disability” and “artificial intelligence” using the Korean Citation Index (KCI), the Research Information Sharing Service (RISS), and relevant academic society websites. Each study was coded by disability type (visual, hearing, physical, developmental, multiple), AI technology type (computer vision, speech and natural language processing, robotics/IoT, prediction/recommendation), purpose of utilization (information accessibility, daily living and care, learning and social skills, communication and emotion), and research design (literature review, quantitative, qualitative, mixed methods). The analysis revealed a rapid increase in research output after 2020, with AI applications particularly notable in visual, developmental, and physical disability fields. Computer vision and speech/natural language processing emerged as the most commonly applied technologies, while many studies focused on enhancing information accessibility and daily living support. Research designs were predominantly literature reviews, highlighting the need for an expansion of empirical studies, including field experiments and mixed-methods approaches. This paper further discusses the effectiveness and limitations of each technology and proposes concrete strategies for policy and practical implementation in education, healthcare, and welfare.

인공지능, 장애인복지, 연구동향, 보조공학, Artificial Intelligence, Disability Welfare, Research Trends, Assistive Technology

주교영 Kyoyoung Joo , 송만호 Manho Song , 김지연 Jiyeon Kim

DOI:10.34262/kadd.2025.29.3.23 Vol.29(No.3) 497-522, 2025

The purpose of this study is to comprehensively analyze the perceptions of organizing staff involved in the planning and operation of the National e-Festival for Students with Disabilities (e-Festival) and to explore strategies for its development. The research employed an exploratory sequential mixed methods design, conducting qualitative research first, followed by quantitative research based on the qualitative findings. In the qualitative phase, focus group interviews were conducted with nine planning and operation committee members with experience participating in the e-festival, and the collected data were analyzed using open coding. In the quantitative phase, a survey was administered to 39 planning and operation committee members, and the collected data was subjected to descriptive statistical analysis using the SPSS 27.00 program. The qualitative and quantitative research results were systematically integrated using a four-stage integrating through narrative method. As a result, nine core thematic categories were identified. Based on these findings, the study discusses the values, key achievements, and development strategies of the e-festival and presents recommendations.

전국 장애학생 e페스티벌, e스포츠, 정보화 능력, 혼합연구, National e-Festival for Students with Disabilities, e-Sports, Information Literacy, Mixed Methods, Design

강미나 Mi-na Kang , 임지향 Ji-hyang Lim

DOI:10.34262/kadd.2025.29.3.24 Vol.29(No.3) 523-542, 2025

This study aimed to explore the effects of developmental art therapy on the self-esteem and social skills of an adolescent with severe intellectual disability. The participant was a 16-year-old male student enrolled in a specialized arts school for students with disabilities in City D, who was diagnosed with severe intellectual disability at the age of six. From December 2024 to April 2025, he participated in a developmental art therapy program consisting of 30 sessions (60 minutes each, 1-2 times per week) at the K Language Psychology Research Center. To verify the effects, the Self-Esteem Inventory (SEI), the Kinetic House-Tree-Person Drawing (K-HTP), the Social Skills Rating System (SSRS), and the Kinetic School Drawing (KSD) were administered before and after the intervention, while qualitative data were obtained through session-by-session observation records analyzed by developmental stages. The results were as follows. First, qualitative analysis of the therapeutic process revealed progressive changes in self-esteem and social skills across stages. Second, developmental art therapy showed positive effects on the participant's self-esteem, as evidenced by the SEI and K-HTP results. Third, social skills improved, as indicated by the SSRS, KSD, and observation records. These findings suggest that developmental art therapy can facilitate the emotional and social development of adolescents with severe intellectual disabilities. This case study provides empirical evidence that supports the practical applicability of developmental art therapy in counseling and educational settings.

중증 지적장애, 장애청소년, 자아존중감, 사회성, 발달적 미술치료, Intellectual Disabilities, Adolescents with Disabilities, Self-esteem, Social Skills, Developmental Art Therapy

김한나 Han-na Kim , 김기룡 Ki-ryong Kim

DOI:10.34262/kadd.2025.29.3.25 Vol.29(No.3) 543-569, 2025

This study aimed to identify factors that influence local community residents’ attitudes toward individuals with developmental disabilities by examining their sociodemographic characteristics, perceptions of disability, sensitivity to human rights, and contact experiences with individuals with developmental disabilities, and to secure basic data necessary for the future improvement of overall perceptions and attitudes toward such individuals. To this end, a survey was conducted with 295 community residents nationwide. The data collected through the survey were analyzed using IBM SPSS 25.0, employing descriptive statistics, difference tests (t-test, F-test), and hierarchical regression analysis. The analysis revealed that while residents exhibited relatively positive attitudes regarding the need to guarantee the rights of persons with disabilities, they showed somewhat negative tendencies about the overall level of disability awareness among the members of our society. Furthermore, local community residents demonstrated higher sensitivity to the human rights of the socially vulnerable compared to that of criminals, with the highest sensitivity observed in matters concerning the human rights of persons with disabilities. In terms of contact experiences with individuals with developmental disabilities, indirect contact was found to be more common than direct contact. Residents’ attitudes toward individuals with developmental disabilities were highest in the cognitive domain, followed by the behavioral and affective domains. The factors influencing these attitudes were found to be disability perception, employment in education or research, direct contact experience with individuals with developmental disabilities, student status, sensitivity to human rights, and final educational attainment. Based on these results, the study suggests that there is a need to develop practical and high-quality strategies for improving the perception of individuals with developmental disabilities in order to enhance the overall attitudes of local community residents toward them.

발달장애인에 대한 태도, 발달장애인 접촉경험, 장애 인식, 인권감수성, 지역사회 주민, Attitudes Toward Individuals with Developmental Disabilities, Contact Experiences with, Individuals with Developmental Disabilities, Disability Awareness, Human Rights Sensitivity, Community Residents

최현석 Hyun-suk Choi

DOI:10.34262/kadd.2025.29.3.26 Vol.29(No.3) 571-589, 2025

This study aimed to examine the differences in sensitivity, interaction, and teacher efficacy among teachers at schools for students with physical disabilities according to background variables. Additionally, the study investigated the mediating effect of interaction in the relationship between teachers’ sensitivity and teacher efficacy. A total of 250 responses were collected through a mobile-based survey (via Naver platform) targeting teachers from special schools nationwide. The data were analyzed using difference tests based on demographic variables and Model 4 of the PROCESS Macro 4.2. The key findings are as follows: First, significant differences were observed in sensitivity, interaction, and teacher efficacy based on gender and school type, while no statistically significant differences were found with respect to teaching experience or educational attainment. Second, sensitivity had a statistically significant effect on interaction, and this influence remained consistent across all background variables. Furthermore, while sensitivity did not have a direct significant effect on teacher efficacy, its indirect effect through interaction was statistically significant in both unstandardized and standardized analyses. These results suggest that interaction functions as a mediating variable in the relationship between sensitivity and teacher efficacy. Based on these findings, the study discusses possible reasons for the lack of a direct statistical relationship between sensitivity and teacher efficacy.

교사 민감성, 상호작용, 교사효능감, 특수교육, 지체장애 특수학교, Teacher Sensitivity, Interaction, Teacher Efficacy, Special Education, School for Students with, Physical Disabilities

강은옥 Eun-ok Kang , 박재국 Jae-kuk Park , 김은라 Eun-ra Kim

DOI:10.34262/kadd.2025.29.3.27 Vol.29(No.3) 591-606, 2025

This study aimed to explore the impact of perceived social support on teacher competency among special education teachers and to identify the mediating effect of grit in this relationship. A questionnaire was developed based on prior research and validation, and a survey was administered to 270 special education teachers working in special schools and special education classes nationwide. Descriptive statistics, correlation analysis, mediated regression analysis, and Sobel tests were used to analyze the collected data. The main findings are as follows. First, special education teachers’ perceived social support, teacher competency, and grit levels were all found to be high. Second, grit significantly mediated the effect of perceived social support on teacher competency. The conclusions drawn from the results and discussion suggest that grit is a key mediator in the relationship between special education teachers’ social support and teacher competency, exerting both direct and indirect positive effects on improving teacher competency.

특수교사, 사회적 지지, 교사역량, 그릿, 매개효과, Special Education Teacher, Social Support, Teaching Competence, Grit, Mediating Effect

박현옥 Hyeon-ok Park

DOI:10.34262/kadd.2025.29.3.28 Vol.29(No.3) 607-625, 2025

This study was conducted to examine the current status of infringements on the professional rights of special education teachers and their perceptions regarding the protection of those rights. The research questions are as follows: First, what is the experience of special education teachers regarding violations of their teaching rights? Second, what is the awareness of special education teachers about the protection of their teaching rights? The research participants consist of 114 special education teachers from special education classes in kindergartens, elementary schools, middle schools, and high schools located in Gwangju and Jeollanam-do. The research tools used include a questionnaire on the experience of teaching rights violations and a questionnaire on the awareness of teaching rights protection. The collected data were analyzed using SPSS 24.0 software. The main findings of this study are as follows: First, the majority of special education teachers have experienced violations of their teaching rights. The main perpetrators of these violations are parents and students. The level of teaching rights violations is severe, and these incidents primarily occur during student guidance at school. However, they tend to continue after school hours through phone calls, messages, and social media. The most significant cause of these violations is a societal atmosphere that undermines the value of teaching rights.

특수교사, 교권, 교권침해, Special Education Teacher, Teachers’ Rights, Violation of Teachers’ Rights

안해님 Hae-nim Ahn , 최진경 Jin-kyung Choi , 최보인 Boin Choi

DOI:10.34262/kadd.2025.29.3.29 Vol.29(No.3) 627-650, 2025

The purpose of this study was to systematically analyze qualitative studies that address special education teachers’ experiences and perceptions of educational technology (EdTech), with the aim of exploring the educational meanings and challenges they recognized during the process of integration and deriving practice-oriented directions and policy implications. Based on Noblit and Hare's (1988) qualitative meta-analysis method, 11 qualitative studies were selected and analyzed through a seven-step process, yielding 14 subcategories across five overarching themes. First, EdTech as an essential component of teaching reflects teachers’ recognition of EdTech as a necessary element in contemporary education. Second, educational value and effectiveness of EdTech highlights its positive effects on student engagement, self-directed learning, individualized instruction, expanded learning opportunities, and teachers’ professional growth. Third, external barriers to implementation include insufficient technical infrastructure and designs that fail to reflect the specific contexts of special education. Fourth, limitations and attitudes of teachers in practice reveal teachers’ lack of trust in technology and challenges due to limited competence, leading to hesitant or passive use. Finally, key tasks for building a sustainable foundation for EdTech-based instruction emphasize the need for stable environments, context-specific content development, and practical teacher training systems. Based on these findings, the study proposes practical suggestions to enhance the quality of EdTech integration in special education.

특수교사, 에듀테크, 질적 메타분석, Special Education Teachers, EdTech, Qualitative Meta-analysis

정은솔 Eun-sol Jeong , 류재연 Jae-yeon Ryu

DOI:10.34262/kadd.2025.29.3.30 Vol.29(No.3) 651-668, 2025

This study aims to predict changes in the number of students eligible for special education by disability type and age from 2025 to 2034 and to propose practical improvements in the allocation of major course credits for students with developmental disabilities in university-level special education teacher training programs. Using population projections from the Korean Statistical Information Service and data from the National Institute of Special Education analyzed with Python 3.11, we forecasted trends for students with developmental delay, intellectual disabilities, and autism spectrum disorder, while reviewing curricula and teacher qualification standards from 36 universities. Although the population aged 0-19 is projected to decline by about 30.6% during this period, the proportion of students requiring special education is expected to increase from 1.49% in 2024 to 1.97% in 2034, with students with developmental disabilities rising from 1.21% to 1.62%. As of 2024, all 36 universities offering special education teacher training require only 3 credits for courses related to developmental disabilities, and this uniform credit allocation, based merely on parity with other disability areas, needs revision to enhance teacher expertise amid the growing demand.

특수교육 대상학생 수 변화 추이, 특수교사 양성과정, 지적장애, 자폐성장애, 발달지체, Trends in Special Education Students, Special Education Teacher Training, Intellectual Disabilities, Autism Spectrum Disorders, Developmental Delay