이경희 Kyung-hee Lee , 김우리 Woo-ri Kim

DOI:10.34262/kadd.2026.30.2.1 Vol.30(No.2) 1-24, 2026

The purpose of this study was to examine the effects of Artificial Intelligence (AI) literacy education utilizing Problem-Based Learning (PBL) on the AI competency and problem-solving skills of middle school students with intellectual disabilities. A pretest-posttest control group design was employed. The participants consisted of 22 middle school students with intellectual disabilities located in ‘A’ metropolitan city, who were randomly assigned to an experimental group (n = 11) and a control group (n = 11). The experimental group participated in a PBL-based AI literacy education program, whereas the control group received a theory-oriented AI literacy education program, both conducted over 12 sessions. Due to significant baseline differences between the groups in the pretest, the pre-post change scores for each group were calculated, and the differences in these change scores between the two groups were analyzed. The results indicated that the experimental group demonstrated a significantly greater improvement in overall AI utilization competency (AI application, AI use, and AI creation) compared to the control group. However, in terms of problem-solving skills, while the total score improved within the experimental group, there were no statistically significant differences between the groups in the change scores for both the sub-domains and the total score of problem-solving skills. This study holds significance as it proposes a specific instructional model for AI literacy education tailored to students with intellectual disabilities and empirically verifies its effectiveness.

PBL, AI 리터러시, 지적장애, AI 활용 역량, 문제해결력, AI Literacy, Intellectual Disabilities, AI Competency, Problem-Solving Ability

김슬기 Seul-gi Kim , 홍재영 Jae-young Hong

DOI:10.34262/kadd.2026.30.2.2 Vol.30(No.2) 25-47, 2026

The purpose of this study is to explore the practical experiences of a special education teacher operating an Inclusive Job-centered School for students with disabilities and to interpret the meaning of changes in perception and professional development during the process. Autoethnography was employed as the research method, and multifaceted data collected directly by the researcher, including memory records, self-reflection materials, operation plans, and classroom photographs, were analyzed. The analysis results indicated that in the early stages of operation, the researcher experienced multifaceted difficulties in overall practical tasks, such as a lack of institutional understanding, environmental deficiencies, and limitations in student guidance and schedule coordination between schools. To resolve these challenges, the researcher made efforts to reorganize educational spaces, restructure programs, strengthen collaboration with instructors, improve administrative systems, and enhance competencies through digital training. These processes expanded the researcher’s perception of the essence of vocational education beyond simple administrative operation and led to meaningful educational outcomes, including improvements in students’ self-management abilities and social interaction skills. In conclusion, this study is significant as it derives structural challenges in operating a hub school while providing practical reference materials for fellow teachers by sharing specific cases of overcoming difficulties.

장애학생 통합형 직업교육 거점학교, 특수교사, 직업교육, 실천적 지식, 교사성찰, Inclusive Job-centered School For Students With Disabilities, Special Education Teacher, Vocational Education, Practical Knowledge, Teacher Reflection

김서현 Seo-hyeon Kim , 박연지 Yeon-ji Park , 서승연 Seung-yeon Seo , 김지민 Ji-min Kim , 이숙향 Suk-hyang Lee

DOI:10.34262/kadd.2026.30.2.3 Vol.30(No.2) 49-72, 2026

This study aimed to explore the experiences, meanings, and support needs related to participation in workplace clubs among adults with developmental disabilities employed in a standard workplace within a university. To achieve this, semi-structured, in-depth interviews were conducted with six adults with developmental disabilities who had participated in workplace clubs for at least one semester. The collected data were analyzed using the constant comparative method. Five major themes emerged from the analysis: (1) motivations and decision-making processes for club participation, (2) personal changes through activity participation, (3) expansion of social relationships through interaction, (4) formation of positive workplace experiences, and (5) support needs for sustainable operation. Specifically, participants decided to participate in clubs based on their interests and personal circumstances, and through participation, they made active use of their time outside of work and expanded their daily life experiences, while demonstrating the development of self-direction and self-efficacy. In addition, club activities contributed to expanding social relationships through interaction with others and fostering positive emotions and a sense of belonging toward the workplace. Participants also expressed support needs related to operational aspects, including the diversification of club types, individualized support considering personal differences, and mediation of interpersonal conflicts during participation. These findings suggest that workplace clubs can serve as an important environmental resource that positively influences daily life expansion, lifelong learning experiences, social relationship formation, and workplace perceptions of adults with developmental disabilities. Based on these findings, this study proposes the need for participant-centered flexible operation, structures that support autonomous participation, and collaboration with other organizations and local communities to ensure the sustainability of workplace clubs.

발달장애인, 고용, 표준사업장, 여가, 동아리, People with Developmental Disabilities, Employment, Standard Workplace, Leisure, Club Activities

장지현 Ji-hyun Jang , 최진혁 Jin-hyeok Choi

DOI:10.34262/kadd.2026.30.2.4 Vol.30(No.2) 73-87, 2026

This study aimed to establish expert consensus on the qualification requirements, roles and tasks, and operational plans for customized support personnel within the special education support system using a Delphi survey. A two-round Delphi survey was conducted with 10 experts who had extensive experience in special education support systems. The questionnaire consisted of 27 items across three domains: qualification requirements, roles and tasks, and operational plans. Data were analyzed using mean (M), standard deviation (SD), content validity ratio (CVR), consensus, and convergence. The criteria for consensus were set as M ≥ 4.0, CVR ≥ 0.62, consensus ≥ 0.75, and convergence ≤ 0.50. The findings revealed that, first, experience-based qualifications―such as more than 10 years of professional experience and experience in placement-related tasks―achieved a high level of consensus, whereas formal qualifications such as graduate degrees showed lower agreement. Second, key roles and tasks with high consensus included placement consultation, interagency coordination, early identification consultation, data management, and life-cycle-based support planning, indicating a strong emphasis on case-based integrated support functions. In contrast, responsibilities related to therapy support and assistive technology management showed relatively low consensus. Third, for operational plans, a support-center-based team model, grade-level-based assignment, and the establishment of legal and administrative frameworks received high consensus. The results suggest that customized support personnel should function primarily as coordinators of case-based integrated support, equipped with extensive field experience and operating within a team-based structure centered on special education support centers. This study provides empirical evidence for the institutionalization of customized support personnel and offers implications for future policy development and implementation.

맞춤 지원 전담인력, 델파이 조사, 특수교육 지원체계, 전문가 합의, 운영 방안, Customized support personnel, Delphi survey, Special education support system, Expert consensus, Operational plan

강은혜 Eun-hye Kang , 서효정 Hyo-jeong Seo

DOI:10.34262/kadd.2026.30.2.5 Vol.30(No.2) 89-104, 2026

The purpose of this study was to explore the experiences and perceptions of secondary special education teachers regarding the implementation of career-centered achievement standards in the 2022 Revised Basic Curriculum for Special Education for the subject Career and Occupation. Individual interviews were conducted with six teachers who had experience teaching Career and Occupation, and the data were analyzed through a three-stage coding process. The major findings were as follows. First, the participants understood career and vocational education from a transition education perspective, viewing it as a process that prepares students for life after graduation and as career education grounded in self-understanding. While they positively evaluated the direction of career and vocational education presented in the revised curriculum, they also emphasized the need for concrete examples of instructional activities. Second, the participants called for maintaining the intent of streamlining the achievement standards while providing concrete examples that explain concepts and terminology at a level appropriate for students, as well as improving digital instructional materials. Third, they identified difficulties related to implementation conditions, including grade-level sequencing, limited instructional time, and challenges in linking instruction with practicum-based experiences. They also emphasized the need for professional development and assessment resources to enhance teachers’ expertise, the placement of dedicated career teachers to support community partnerships, and the establishment of accessible support agencies. This study is significant in that it demonstrates how achievement standards presented in curriculum documents are understood and implemented by teachers in school settings and proposes measures to support their practical implementation.

2022 개정 특수교육 기본 교육과정, 진로·직업교육, 성취기준 적용, 면담, 2022 Revised Basic Curriculum for Special Education, Career and Vocational Education, Implementation of Achievement Standards, Interviews

박해리 Hae-ri Park , 백종남 Jong-nam Baek

DOI:10.34262/kadd.2026.30.2.6 Vol.30(No.2) 105-126, 2026

This study aimed to analyze perceptions regarding the importance and implementation of Individualized Positive Behavioral Interventions and Supports (PBIS) and to comprehensively explore support needs f or facilitating its effective implementation. To this end, an online survey was conducted with 147 special education teachers working in special schools and special education classes under the Jeonbuk Special Self-Governing Province Office of Education, investigating their perceptions of the importance and implementation of Individualized PBIS as well as their support needs. The collected data were analyzed using SPSS 26.0, and priority support needs were identified through descriptive statistics, t-tests, Borich needs analysis, and The Locus for Focus (LF) model analysis. The results are as follows. First, teachers generally recognized the high importance of the components of Individualized PBIS; however, for most items the level of implementation was statistically significantly lower than the perceived importance (p<.001). In particular, the implementation gap was pronounced in items such as Functional Behavioral Assessment (FBA), Behavior Intervention Plan (BIP), alternative communication strategies, and crisis intervention. Through the Borich and LF analyses, “application of stepwise correction procedures,” “observation and recording of problem behaviors,” “functional analysis,” and “teaching alternative communication” were identified as the items with the highest implementation priority. The factors most frequently cited as hindering implementation were “the complexity of students’ problem behaviors,” “lack of time,” and “lack of expertise,” and teachers responded that “securing administrative time,” “support through collaboration with experts,” “case-based training,” and “building consensus among school members” were necessary for implementation. This study suggests that the implementation of PBIS goes beyond a simple matter of an individual teacher's competence and requires structural and institutional system support at the level of the school organization. By analyzing implementation priorities from multiple angles through the combined use of importance-implementation comparison, Borich needs analysis, and the LF model, this study is significant in that it raises practical needs such as the design of implementation-focused training, the establishment of expert-linkage systems, and the improvement of administrative systems.

긍정적 행동중재와 지원, PBIS, 긍정적 행동지원, PBS, 중요도-실행도 인식, 지원요구, Positive Behavior Intervention and Support, Perceived Importance-Implementation, Support Requests, Borich Demand Analysis

김나현 Na-hyeon Kim

DOI:10.34262/kadd.2026.30.2.7 Vol.30(No.2) 127-138, 2026

This study aims to typify the multidimensional vulnerability structure of older adults with developmental disabilities and explore their characteristics to provide an empirical basis for tailored health promotion strategies. To overcome the limitations of previous studies that examined risk factors only at the individual variable level, this study utilized raw data from the 2023 Survey on Persons with Disabilities. The analysis focused on 128 individuals aged 50 and older, reflecting the “early aging” characteristics of people with developmental disabilities. To account for the binary nature of the variables and eliminate subjectivity in determining the initial number of clusters, a two-step hybrid clustering approach was employed. First, a hierarchical cluster analysis using Ward's method was conducted to objectively identify the optimal number of clusters (k=4) based on the average silhouette coefficient and dendrogram. Subsequently, K-means cluster analysis was applied to refine the cluster centers, ensuring the stability and validity of the final profiles across the health, mental, social, economic, and environmental domains. The results identified four distinct vulnerability profiles: a low-vulnerability integrated type, a mental-social vulnerability type, a health-economic combined vulnerability type, and an overall high-vulnerability type. Specifically, the mental-social vulnerability type was characterized by severe mobility (going out) limitations combined with depressive symptoms. The health-economic combined vulnerability type consisted of individuals with chronic diseases overlapping with severe economic deprivation. Notably, the overall high-vulnerability type was composed of individuals experiencing extreme multiple risks across all indicators, including chronic illness, poverty, and isolation. These findings suggest that older adults with developmental disabilities are not a homogeneous group but consist of diverse subgroups with distinct risk structures. This study contributes to the literature by providing an empirical basis for shifting from uniform policy approaches to tailored health promotion strategies. Specifically, it emphasizes the need for special physical education programs focusing on social interaction to restore mobility for the mental-social type, customized exercise prescriptions integrated with medical care for the health-economic combined type, and public-based free health management support for the overall high-vulnerability type. Overall, the results provide evidence for targeted intervention strategies based on vulnerability profiles and highlight the importance of differentiated policy approaches for this population.

발달장애, 조기노화, 다차원적 취약성, 군집분석, 맞춤형 건강증진, 활동적 노화, Developmental Disabilities, Early Aging, Multidimensional Vulnerability, Cluster Analysis, Tailored Health Promotion, Active Aging

김지혜 Ji-hye Kim

DOI:10.34262/kadd.2026.30.2.8 Vol.30(No.2) 139-162, 2026

The purpose of this study was to examine the effects of a digital social story intervention using pictorial symbols on the classroom participation behaviors of an elementary school student with Autism Spectrum Disorder(ASD) and to investigate the maintenance of the intervention effects. The participant was a female elementary school student diagnosed with ASD. A multiple baseline design across behaviors was employed, and three classroom participation behaviors―preparing for class, task performance, and requesting assistance―were selected as dependent variables. The results indicated that both preparing for class and task performance behaviors showed substantial improvement compared to the baseline phase, with a Percentage of Non-overlapping Data(PND) of 100%, indicating strong intervention effects. Requesting assistance behavior was not observed during the baseline phase; however, its frequency gradually increased following the intervention. The PND for requesting assistance was 40%, suggesting a limited intervention effect, although positive behavioral changes compared to baseline were observed. Overall, the findings suggest that a digital social story intervention using pictorial symbols may be partially effective in improving classroom participation behaviors in an elementary school student with ASD. Unlike previous social story studies that primarily focused on improving social skills, the present study examined intervention effects on learning-related participation behaviors within an authentic classroom context. Furthermore, this study provides educational implications for the development of individualized, technology-enhanced interventions and offers foundational data for future AI-based intervention research.

자폐성장애, 사회적 상황이야기, 수업 참여 행동, 디지털 기반 중재, 그림상징, Autism Spectrum Disorder, ASD, Social Stories, Classroom Participation Behaviors, Digital-Based Intervention, Pictorial Symbols

강은영 Eun-young Kang , 홍희원 Hee-won Hong

DOI:10.34262/kadd.2026.30.2.9 Vol.30(No.2) 163-188, 2026

The purpose of this study is to examine the current operational status of Individualized Educational Support Plans (IESPs) for college students with disabilities in higher education institutions in Korea and to propose directions for institutional improvement, with a particular focus on supporting students with developmental disabilities. To this end, all 185 four-year universities nationwide were systematically reviewed, and 45 publicly available university-level support plans for students with disabilities and 14 IESP needs assessment forms disclosed on official university websites were analyzed. The results revealed several key findings. First, there were clear disparities in document disclosure rates and the level of systematic support across regions, institutional types, and university sizes. Universities located in metropolitan areas, national universities, and large-scale institutions with more than 10,000 enrolled students demonstrated higher disclosure rates and more structured support systems. However, these institutions tend to have high academic demands and competitive admission standards, making them less accessible to students with developmental disabilities, thereby revealing a structural paradox. Second, analysis of the content of disability support plans showed that instructional support primarily focused on adjustments to instructional delivery, such as course registration assistance, note-taking, and alternative materials, while instructional modifications that could meaningfully support students with developmental disabilities were largely absent. Third, assistive technology and support personnel provisions were predominantly oriented toward students with sensory and physical disabilities, failing to adequately reflect the growing population and needs of students with developmental disabilities. Fourth, although IESP needs assessment forms generally included sections on personal information, instructional support, assistive technology, and other supports, substantial variation existed among universities in terms of structure and scope, potentially leading to disparities in the level of support provided in practice. Based on these findings, this study suggests the need for strengthened institutional support to reduce inter-university disparities, the development of support systems that reflect the characteristics of students with developmental disabilities, the establishment of standardized guidelines for IESP needs assessment forms, and the construction of implementation models that take into account differences in university size and institutional capacity.

개인별 교육지원계획, 개인중심계획, 발달장애, 특수교육법, College Sutdents with Disabilities, Individualed Educational Support Plans, Person Centered Planning, Developmental Disabilities, Special Education

장세영 Se-young Jang

DOI:10.34262/kadd.2026.30.2.10 Vol.30(No.2) 189-207, 2026

The purpose of this study is to classify the latent profiles of vocational ability among unemployed individuals with developmental disabilities and to explore the characteristics, predictors, and differences in employment needs for each latent group. Data from 2,094 unemployed individuals from the “2024 Survey on the Work and Life of Persons with Developmental Disabilities” were analyzed using Latent Profile Analysis (LPA). The results identified four distinct latent groups: the ‘High Vocational Ability Group,’ ‘Moderate Vocational Ability Group,’ ‘Cognitive/Socially Vulnerable Group,’ and ‘Low Vocational Ability Group.’ Multinomial logistic regression analysis revealed that communication ability was the most powerful predictor for all group classifications, with cognitive ability and Instrumental Activities of Daily Living (IADL) also showing significant predictive power. Analysis of employment needs showed significant differences across groups in terms of desire for employment, preferred job and workplace types, and priorities for employment preparation. Specifically, the high-ability group preferred office/service jobs and private/public sectors, while the low-ability group showed a preference for manufacturing and vocational rehabilitation facilities with a significantly lower overall desire for employment. These findings suggest the necessity of providing differentiated employment services based on the vocational capacity and needs of unemployed individuals with developmental disabilities, as well as the implementation of capacity-building programs focused on communication and cognitive skills.

미취업 발달장애인, 직업적 능력, 잠재프로파일분석, 취업욕구, 자립생활능력, Unemployed Individuals with Developmental Disabilities, Vocational Ability, Latent Profile Analysis, Employment Needs, Activities of Daily Living

이상경 Sang-gyeong Lee , 김정민 Joung-min Kim , 하예나 Yae-na Ha

DOI:10.34262/kadd.2026.30.2.11 Vol.30(No.2) 209-225, 2026

This study investigates how family relationship satisfaction among children and adolescents with developmental disabilities extends to social relationship satisfaction, aiming to identify life-cycle-specific support strategies. Using data from the 5th wave (2022) of the Disability Life Panel Survey, family relationship characteristics were compared between children and adolescents with developmental disabilities, and the impact of family relationships on social relationship satisfaction was analyzed. Among 211 elementary, middle, and high school students with developmental disabilities, 104 with intellectual disabilities and 107 with autism spectrum disorders were selected as the final analysis sample. Descriptive statistics and frequency analysis were conducted to examine general characteristics, independent samples t-tests were performed to verify group differences in family and social relationship satisfaction and multiple regression analysis controlling for general characteristics was used to assess associations. Key findings are as follows. First, children showed higher scores than adolescents in ‘Protection and Support (M=3.74, SD=0.46)’ and ‘Clarity of Rules and Values (M=3.35, SD=0.78)’, indicating declining familial protection and rule-sharing during adolescence transition. Second, for children, ‘Communication among family members (β=2.02)’―particularly ‘Honesty (β=0.84)’ and ‘Decision-making participation (β=0.75)’―positively affected social satisfaction. For adolescents, ‘Communication (β=2.27)’ showed positive effects while ‘Family problem-solving ability (β=-2.57)’ had negative effects, with ‘Trust among family members (β=1.97)’ as a key positive factor. These results suggest the need for establishing communication-centered relationships in childhood and re-adjusting roles through respecting autonomy during adolescence. Therefore, differentiated family support strategies that consider life-cycle characteristics are required.

발달장애, 가족관계, 가족건강성, 사회적 관계 만족도, 장애인삶 패널조사__, Developmental disabilities, Family relationships, Family functioning, Social relationship satisfaction, Disability Life Panel Survey

김고은 Go-eun Kim

DOI:10.34262/kadd.2026.30.2.12 Vol.30(No.2) 227-248, 2026

This study aimed to explore the experiences and meanings of debriefing among staff members following support for challenging behaviors of individuals with developmental disabilities. To achieve this purpose, group debriefing sessions and individual in-depth interviews were conducted with nine staff members who had experience supporting challenging behaviors and participating in debriefing. The collected data were analyzed using reflexive thematic analysis. The findings revealed six overarching themes and eighteen sub-themes. Participants experienced emotional expression, empathy, emotional stability, and recovery through debriefing. They also reported reduced uncertainty as they came to better understand the flow and context of challenging behavior incidents and gained greater clarity regarding their roles and support directions. Debriefing was experienced as a relational process through which participants shared experiences and perspectives, fostering mutual understanding and collaboration. Participants further reflected on their own judgments and responses, leading to changes toward preventive practices and attempts to implement new support approaches. At the same time, debriefing was perceived as a dual experience that promoted recovery and growth while also involving psychological burdens, such as revisiting difficult incidents and confronting personal limitations. In addition, participants recognized that debriefing was facilitated by structural conditions, including psychological safety, organizational culture, formal support systems, and facilitator competence. The findings suggest that debriefing following support for challenging behaviors is not merely a post-incident discussion but a process that contributes to emotional recovery, reflective practice, relationship building, and changes in professional practice. This study provides practical implications for establishing debriefing systems and supportive environments for staff working in challenging behavior support services for individuals with developmental disabilities.

발달장애인, 도전행동, 디브리핑, 질적연구, Developmental Disabilities, Challenging Behavior, Debriefing, Qualitative Research

황영아 Yeong-a Hwang , 전재수 Jae-soo Jeon

DOI:10.34262/kadd.2026.30.2.13 Vol.30(No.2) 249-272, 2026

This study aimed to explore how caregiving experiences are formed, transformed, and reconstructed within socially constructed gender norms by examining the life histories of mothers raising children with developmental disabilities. To achieve this purpose, data were collected and analyzed through Fritz Schutze’s narrative interview method with three mothers of children with developmental disabilities. The findings revealed that the participants’ lives began with expectations of a normative life course and were subsequently reorganized around caregiving following the critical turning point of recognizing their child's disability. Throughout this process, the participants internalized gendered motherhood, experienced conflict and adaptation, and reconstructed their identities and life meanings. Caregiving was characterized by a dual structure in which burden and fulfillment coexisted, and personal experiences gradually expanded into broader social meanings. The analysis identified a symbolic meaning structure consisting of the following sequential stages: formation of normative life expectations, life transition, life reconstruction, gendered performance of motherhood, conflict and adaptation, and meaning expansion. This study contributes to the literature by interpreting caregiving not merely as a matter of burden and adaptation, but as a process of biographical meaning-making. Furthermore, by situating caregiving experiences within Korea's family-centered care system and special education support structure, the study highlights the need to understand caregiving as a social and institutional issue rather than solely an individual responsibility.

발달장애, 생애사 연구, 모성 수행, 젠더화된 돌봄, 상징적 의미구조, Developmental Disabilities, Life History Research, Maternal Practice, Gendered Caregiving, Symbolic Meaning Structure

백세준 Se-jun Baek , 이미숙 Mi-suk Lee

DOI:10.34262/kadd.2026.30.2.14 Vol.30(No.2) 273-292, 2026

This study examined the sequential dual mediating effects of Activities of Daily Living and Willingness for Independent Living in the relationship between Subjective Health and Future Planning among young adults with developmental disabilities. Data were drawn from the 2024 Survey on the Daily Life and Living Conditions of Persons with Developmental Disabilities, and a total of 1,656 young adults with developmental disabilities were included in the final analysis. The sequential dual mediation model was tested using SPSS 27 and the PROCESS Macro Model 6. The findings were as follows. First, Subjective Health exerted a statistically significant positive effect on Future Planning among young adults with developmental disabilities. Second, Activities of Daily Living and Willingness for Independent Living each demonstrated statistically significant partial mediating effects in this relationship. Third, the sequential dual mediation pathway - whereby Subjective Health influenced Future Planning sequentially through Activities of Daily Living and Willingness for Independent Living - was statistically significant. These results indicate that higher Subjective Health enhances functional capacity in Activities of Daily Living, which in turn fosters stronger Willingness for Independent Living, ultimately contributing to more proactive Future Planning. Based on these findings, social welfare implications are discussed, with particular emphasis on the need for comprehensive intervention strategies that simultaneously address Subjective Health promotion, enhancement of Activities of Daily Living, and reinforcement of Willingness for Independent Living to facilitate Future Planning among young adults with developmental disabilities.

발달장애인 청년, 미래계획수립, 주관적 건강상태, 일상생활수행능력, 자립의지, Young Adults with Developmental Disabilities, Future Planning, Subjective Health, Activities of Daily Living, Willingness for Independent Living

이재욱 Jae-uk Lee

DOI:10.34262/kadd.2026.30.2.15 Vol.30(No.2) 293-309, 2026

The purpose of this study was to analyze the curriculum of specialized departments for students with developmental disabilities to understand their operational status and to provide foundational data for improving the quality of higher education for individuals with developmental disabilities. As for the research method, six specialized departments dedicated to students with developmental disabilities were selected. Official documents, including departmental websites and curriculum guides, were collected and analyzed based on three criteria: educational goals, educational focus, and course composition. The research results are as follows: First, it was found that the educational goals commonly aimed for ‘independence and self-direction’, ‘career and vocational competence’, and ‘community and social participation’. Second, in terms of educational focus, the departments operated various curricular and extra-curricular programs linked to the three areas identified in the analysis of educational goals, while simultaneously providing individualized and customized support systems. Third, regarding course composition, the proportion of ‘vocational training and field practice’ was the highest overall. However, there was a tendency for curricula to be divided into a ‘comprehensive independence support type’, which covers all areas, and a ‘specialized vocational type’, which focuses on specific job functions. Based on these analyses, this study suggested that future curricula should maintain university-specific diversity while closely reflecting the characteristics of students with developmental disabilities and social demands. In particular, it emphasized the need to strengthen courses that foster humanities literacy and higher-order thinking skills, discover new occupation groups suited for the Fourth Industrial Revolution era, and establish an integrated educational environment with non-disabled students.

발달장애, 대학교, 특별학과, 교육과정, Developmental Disability, University, Specialized Department, Curriculum

허유진 Yoo-jin Hur

DOI:10.34262/kadd.2026.30.2.16 Vol.30(No.2) 311-333, 2026

This study aimed to investigate the priorities and directions for supporting lifelong learning activities of adults with developmental disabilities by examining their preferences and needs through a preference-need matrix analysis. The participants were 295 parents and practitioners who had supported or educated adults with developmental disabilities for more than one year. The study utilized a revised and supplemented version of the Preferred Activity List for Adults with Developmental Disabilities developed by Hur (2026), consisting of 81 activity items. The collected data were analyzed using descriptive statistics, paired-samples t-tests, matrix analysis, independent t-tests, and one-way ANOVA. The findings were as follows. First, perceived needs were significantly higher than preferences across all subdomains. Second, the preference-need matrix analysis indicated that daily living and community adaptation were classified as maintenance and reinforcement areas with both high preference and high need. In particular, social interaction-related domains, including communication and interpersonal relationships, showed high levels of need, highlighting the importance of support for social integration and community participation. In contrast, safety management, self-advocacy, economic activities, and household management were identified as priority improvement areas with high need but low preference. Vocational, academic, and civic participation domains were classified as relatively low-priority areas with both low preference and low need. Cultural and leisure domains, including performing arts and sports, showed high preference but relatively low need. Third, analyses of preference-need gaps according to individual characteristics revealed that the autism spectrum disorder group showed significantly larger gaps than the intellectual disability group in communication, self-advocacy, and interpersonal relationships. The unemployed group also demonstrated larger gaps than the employed group in communication, interpersonal relationships, and safety management. In addition, individuals in their 20s showed larger gaps in vocational, academic, and independent living domains than those aged 40 years and older. Based on these findings, implications for lifelong learning support and practical recommendations were provided. This study is meaningful in that it simultaneously analyzed preferences and needs regarding lifelong learning activities for adults with developmental disabilities and structurally identified activity priorities through matrix analysis.

발달장애 성인, 선호도, 필요도, 평생학습, 매트릭스 분석, Adults with Developmental Disabilities, Preference, Need, Lifelong Learning, Matrix Analysis

이재호 Jae-ho Lee

DOI:10.34262/kadd.2026.30.2.17 Vol.30(No.2) 335-352, 2026

This study examined the effects of parental and child attachment styles on parenting satisfaction and investigated differences according to children's disability status. A survey was conducted with 207 parents of preschool-aged children in a metropolitan city in South Korea, and the data were analyzed using hierarchical regression analysis and independent samples t-tests. Mothers comprised 85.5% of the respondents, and this sample characteristic should be considered when interpreting the results. The findings were as follows. First, higher parental attachment avoidance was significantly associated with lower parenting satisfaction, and parent-perceived child anxiety showed a negative association with parenting satisfaction at a trend level. Second, among parental characteristics, only parental age had a significant negative association with parenting satisfaction. Third, parents of children with disabilities showed higher levels of both attachment avoidance and anxiety, and significantly lower parenting satisfaction, than parents of children without disabilities. However, because child attachment was measured through parent report, it should be interpreted as parent-perceived child attachment behavior rather than the child's actual attachment. These results suggest that the parent-child attachment relationship is meaningfully related to parenting, and that parents of children with disabilities may benefit from specialized support, such as adult attachment-based counseling to explore their own internal working models and parent coaching to help them understand and respond sensitively to their children's atypical attachment signals.

부모 애착, 자녀 애착, 부모 역할 만족도, 장애 유무, 회피, 불안, Parent attachment, Parent-perceived child attachment behavior, Parenting satisfaction, Disability status, Avoidance, Anxiety

김수현 Su-hyun Kim , 김용훈 Yong-hun Kim

DOI:10.34262/kadd.2026.30.2.18 Vol.30(No.2) 353-376, 2026

This study aimed to analyze the rights protection system and structural limitations affecting children with developmental disabilities in North Korea from the perspective of international human rights norms and to explore an inter-Korean cooperation model for promoting early intervention and rights protection. A qualitative literature review was conducted using domestic and international academic articles, reports from international organizations, and legal and policy documents. The analytical framework was based on the Convention on the Rights of Persons with Disabilities (CRPD) and relevant United Nations General Comments. The findings suggest that the rights issues of children with developmental disabilities in North Korea are associated with structural factors, including the absence of rights-based subjectivity, the gap between policy and implementation, insufficient early identification and intervention systems, and sociocultural stigma and social exclusion. In addition, existing international and humanitarian approaches have faced limitations in establishing sustainable early intervention systems due to restricted access to information, sanctions-related constraints, and a lack of rights-based approaches. Based on these findings, this study proposes an inter-Korean cooperation model centered on joint needs assessments, service delivery system development, rights-based early intervention, professional workforce training, and phased institutionalization. The study contributes to understanding the rights issues of children with developmental disabilities in North Korea from a structural perspective and provides policy implications for developing rights-based early intervention systems.

발달장애 아동, 북한, 국제인권규범, 조기개입, 남북 협력, 발달재활서비스, children with developmental disabilities, North Korea, international human rights norms, early intervention, inter-Korean cooperation, developmental rehabilitation services

김정운 Jung-woon Kim

DOI:10.34262/kadd.2026.30.2.19 Vol.30(No.2) 377-403, 2026

This study aims to identify the overall landscape of research on parental care support by reviewing domestic literature on care support for parents of adults with developmental disabilities, and to re-evaluate parents not merely as mediators of family support, but as direct recipients of care support. To this end, literature published in domestic academic journals from 1997 through June 2025, focusing on research since then, was collected and selected according to PRISMA 2020 criteria, and a final 48 articles were analyzed. The analysis criteria consisted of three domains: general research, recipients of care support, and research topics. The results showed that the number of studies increased significantly after 2022, with quantitative research accounting for the highest proportion. Regarding recipients of care support, there were more studies providing indirect support mediated by children and families than those providing direct support to parents. Research topics included parent counseling support, parent education support, parent respite support, emergency response support, institutional support, and other support; notably, the high proportion of “other support” indicated that the content of direct support for parents is not yet sufficiently structured. Based on the research results, this study suggests the need to redefine parents of adults with developmental disabilities not merely as caregivers, but as beneficiaries and active agents of direct support, and aims to provide foundational data regarding this matter.

성인발달장애인 부모, 돌봄지원, 문헌고찰, Parents of adults with developmental disabilities, Care support, Literature review

이윤희 Yoon-hee Lee , 김원호 Won-ho Kim

DOI:10.34262/kadd.2026.30.2.20 Vol.30(No.2) 405-427, 2026

This study aimed to explore the meaning-making modes of adults with developmental disabilities in the process of reading wordless picture books. Four adults with developmental disabilities attending a day care center in City A participated in a wordless picture book reading program, and the collected data were analyzed. Data analysis was conducted using the constant comparative method through iterative processes of open coding, categorization, and category verification. The findings revealed that participants did not follow a common sequential process; rather, they demonstrated diverse meaning-making modes according to their individual characteristics and preferences. Participants explored meaning by focusing on visual cues in the pictures and expanded meanings by connecting personal experiences, imagination, and sociocultural contexts. In addition, participants shared their interpretations and expressions through interaction with one another, collaboratively extending meaning in the process. Four categories of meaning-making were identified: ‘tension and confusion in reading pictures,’ ‘reading picturebooks by following visual cues,’ ‘reading picturebooks through one's own lens,’ and ‘co-constructing picturebook reading with others.’ This study contributes to the literature by exploring the reading of wordless picturebooks by adults with developmental disabilities from a meaning-making perspective. Furthermore, the findings suggest that interaction among participants can expand both meaning-making and forms of expression, offering implications for the design of reading programs for adults with developmental disabilities.

글 없는 그림책, 성인 발달장애인, 장애인평생교육, 의미 구성 방식, Wordless picture books, Adults with developmental disabilities, Lifelong education for people with disabilities, Meaning-making modes

오희정 Hee-jeong Oh , 김은경 Eun-kyung Kim , 안선주 Seon-ju Ahn

DOI:10.34262/kadd.2026.30.2.21 Vol.30(No.2) 429-453, 2026

This study examined how the caregiving experiences of elderly mothers caring for middle-aged adults with developmental disabilities are constructed and given meaning through narrative inquiry. The participants were two elderly mothers of adults with developmental disabilities, and data were collected through in-depth interviews. The collected data, consisting of semi-structured interview transcripts and field notes, were analyzed within a three-dimensional narrative inquiry space comprising temporality, sociality, and place. The findings revealed that the caregiving experiences of the two participants were not perceived as a single, uniform burden across the life course; rather, they were constituted through diverse meanings embedded in their life histories and social contexts. One participant reconstructed caregiving by reclaiming agency under restrictive circumstances and through educational practices and strategic adjustments. The other participant experienced caregiving as a form of present-oriented survival, as caregiving increasingly converged within the home after repeated negotiations with institutional systems and in the context of her own physical aging and her child’s deteriorating health. Furthermore, the crisis of caregiving in later life intensified at the intersection of the child’s transition into middle age and the mother’s physical aging. The future of caregiving was constructed not as long-term planning but as a set of strategies oriented toward sustaining everyday life in the present. By narratively examining the caregiving experiences of elderly mothers caring for middle-aged adults with developmental disabilities within the context of life transitions, this study extends scholarly understanding of late-life caregiving and provides foundational data for the development of family support policies and sustainable caregiving support systems for individuals with developmental disabilities.

중장년기 발달장애인, 노년기 어머니, 돌봄 경험, 내러티브 탐구, 가족 지원, Middle-Aged Adults with Developmental Disabilities, Elderly Mothers, Caregiving Experiences, Narrative Inquiry, Family Support

박미형 Mi-hyoung Park

DOI:10.34262/kadd.2026.30.2.22 Vol.30(No.2) 455-475, 2026

This study is an exploratory qualitative study that aims to examine the meanings of experiences occurring in the process of art therapy and to interpret them in relation to the concept of neuroplasticity. The purpose of this study is not to empirically verify neuroscientific mechanisms, but to understand clinical experiences at an interpretive level based on existing theoretical frameworks. A narrative inquiry approach was employed, focusing on the case of a child with autism spectrum disorder (A) who exhibited difficulties in social interaction. In addition, a secondary case of an adult client (B) who engaged in repeated self portrait drawing was included for supplementary comparison. Data consisted of artworks produced during art therapy sessions, therapeutic interactions, and the researcher's reflective notes. The findings suggest that, in the case of A, repetitive symbolic image making and sensorimotor interactions may be associated with changes in emotional expression and relational experiences. Repeated experiences within the therapeutic relationship may have functioned as conditions related to changes in social interaction. In the case of participant B, the repetitive creation of self portraits was interpreted as facilitating self observation and shifts in attention, potentially relating to processes of self awareness and self regulation. These findings do not constitute direct evidence of neuroplasticity; rather, they represent a conceptual interpretation suggesting that repetitive and emotionally meaningful experiences, along with symbolic expression in art therapy, may be associated with ego development and emotional regulation processes. However, this interpretation is based on conceptual linkages and is limited in terms of empirical validation. Therefore, future research employing empirical methodologies is needed to substantiate these claims.

미술치료, 신경가소성, 내러티브 탐구, 자폐스펙트럼장애, 자아 발달, Art therapy, Neuroplasticity, Narrative inquiry, Autism spectrum disorder, Self development

이정해 Jeong-hae Lee , 민건홍 Gun-hong Min

DOI:10.34262/kadd.2026.30.2.23 Vol.30(No.2) 477-497, 2026

The purpose of this study was to explore the meaning and essence of experiences related to professional development among prospective and novice behavior analysts who underwent Applied Behavior Analysis (ABA) supervision. The participants of this study included eight aspiring and newly certified behavior analysts: those who had completed their supervision but had not yet obtained certification, and those who had completed their supervision within the past year after obtaining certification. Semi-structured in-depth interviews were conducted with them. The collected data were analyzed according to Colaizzi’s phenomenological research method. As a result of the analysis, 46 themes, 23 theme clusters, and 7 categories were derived. The seven categories were: ‘Systemic Opacity and Lack of Information’, ‘Negligence and Authoritarianism in Supervision’, ‘Growing Pains in the Fieldwork Process’, ‘The Value of Positive Change and Learning’, ‘Emotional Support and Peer Relationships’, ‘Formation of Identity as a Behavior Analyst’, and ‘Perceptions of Ideal Supervision Formed Through Experience’. Participants experienced confusion during the entry process into supervision due to a lack of information and systematic structures, and faced difficulties in some supervisory relationships characterized by hierarchical structures and formalistic operation. However, they expanded their practical competencies and self-efficacy through modeling, immediate feedback, data-driven decision-making, emotional support, and peer relationships. These experiences led to the formation of a professional identity as a behavior analyst, internalizing a child-centered attitude, evidence-based thinking, ethical responsibility, and a commitment to continuous learning. This study demonstrates that ABA supervision is a core process supporting the professional development of supervisees and suggests the need for a supervision system based on structured plans and mutually respectful relationships.

응용행동분석, 슈퍼비전, 수련생, 현상학적 연구, Applied Behavior Analysis, Supervision, Supervisee, Phenomenological Research

윤보영 Bo-young Yun , 유은정 Eun-jung Yoo

DOI:10.34262/kadd.2026.30.2.24 Vol.30(No.2) 499-519, 2026

This study aimed to analyze the effects of WH-question intervention using textual and vocal responses on the intraverbal skills of children with ASD and to examine changes across different types of Wh-questions. A multiple baseline design was employed with three elementary-aged children with ASD, and custom-designed question cards were used to systematically evaluate the intervention's effects. The results showed that all three participants demonstrated increased correct response rates during the intervention phase compared to baseline, and the improved performance was maintained during the maintenance phase. Across question types, higher correct response rates were observed for the "what" and "who" questions, whereas relatively smaller gains were found for the "when" and "where" questions. In particular, Participants B and C maintained correct response rates above 95% during the maintenance phase, demonstrating the sustained effects of the intervention. The findings indicate that WH-question intervention using textual and vocal responses may serve as an effective and systematic instructional approach for improving intraverbal responding in children with ASD.

자폐성장애, 인트라버벌, 의문사 질문교수, 중다기초선 설계, Autism Spectrum Disorder, Intraverbal, Wh-Questions, Textual Responding, Multiple Baseline Design

곽혜민 Hye-min Kwak

DOI:10.34262/kadd.2026.30.2.25 Vol.30(No.2) 521-537, 2026

This study aims to explore the communication experiences of “Neo,” an individual with autism spectrum disorder, from a phenomenological and autoethnographic perspective, and to critically analyze the institutional and discursive conditions surrounding those experiences. In the fields of special education and speech-language pathology, communication has traditionally been defined as a functional ability centered on spoken language, with non-traditional forms of expression often excluded on the grounds of lacking scientific evidence. In response, this study focuses on Neo’s lived-world experiences to examine how his communication is constructed, interpreted, and invalidated. This qualitative study combines a phenomenological approach with autoethnography. Data sources include the researcher’s field notes, photographs and video materials, and reflective journals. Data analysis was conducted by integrating Giorgi’s descriptive phenomenological method with van Manen’s interpretive approach. The findings reveal four essential themes characterizing Neo’s communication experiences: “a desire for expression and an impaired body,” “institutional oppression,” “relational connection,” and “recognition of being.” These results demonstrate that communication is not merely a functional performance but a complex phenomenon shaped by the intersection of embodiment, relationships, power, and recognition. In particular, the process by which Neo’s attempts at expression are labeled as “unscientific” and excluded within institutional discourse exposes the operation of power-knowledge in determining what counts as legitimate communication. This study calls for a reconceptualization of communication in individuals with developmental disabilities―from a functional framework to a relational and ethical event―and proposes the need for new evaluative criteria that incorporate continuity, contextuality, and relationality. Furthermore, it emphasizes that expression should be approached as a matter of rights, offering implications for a practical shift in both special education and disability studies.

자폐스펙트럼장애, 발달장애, 의사소통, 현상학적 자문화기술지, 장애학, Autism Spectrum Disorder, Developmental Disability, Communication, Phenomenological Autoethnographic Study, Disability Studies

김진기 Jin-gi Kim

DOI:10.34262/kadd.2026.30.2.26 Vol.30(No.2) 539-552, 2026

The purpose of this study was to systematically review research on physical activity-based interventions for young children with autism spectrum disorder (ASD) and to examine their effects on problem behaviors and social interaction. Studies published between January 2000 and December 2025 were identified through the RISS and KISS databases and were selected using the PICOS framework. Eligible studies included those that implemented physical activity-based interventions (e.g., physical education, exercise, or play) for young children with ASD and reported outcomes related to problem behaviors and/or social interaction. The selected studies were analyzed according to intervention characteristics, duration, study design, and outcome measures. The findings indicated that physical activity interventions demonstrated overall positive effects in reducing problem behaviors such as aggression, inattention, and repetitive behaviors. They were also associated with improvements in social interaction-related outcomes, including peer interaction, joint engagement, and social communication behaviors. These results suggest that physical activity interventions function as an integrative intervention strategy by simultaneously reducing problem behaviors and enhancing social interaction in young children with ASD. This study aims to provide foundational evidence for the development and implementation of physical activity-based intervention programs applicable in real-world educational and therapeutic settings.

자폐스펙트럼장애 유아, 신체활동 중재, 문제행동, 사회적 상호작용, Autism spectrum disorder, young children, Physical activity interventions, Problem behaviors, Social interaction

최민형 Min-hyeong Choi , 안선주 Seon-ju Ahn , 조성하 Sung-ha Cho

DOI:10.34262/kadd.2026.30.2.27 Vol.30(No.2) 553-585, 2026

The purpose of this study was to examine the characteristics and methodological reporting quality of international single-subject research on visual support interventions for individuals with autism spectrum disorder (ASD). Following the PRISMA 2020 guidelines, 25 studies published between 2016 and 2025 were selected and analyzed in terms of general trends, research methods, intervention characteristics, and dependent variables and outcome reporting. The methodological reporting quality of the studies was evaluated using the CEC (2014) quality indicators. The results showed that most of the included studies focused on activity schedules, and both paper-based and digital-based formats were utilized. In terms of representational formats, visual-text combined forms were most frequently used, and video-based materials were also identified. Independent performance and task performance were the most commonly examined dependent variables, and maintenance and generalization measures were included in a relatively high proportion of studies. In addition, all studies reported procedures for measuring or verifying intervention fidelity; however, specific numerical fidelity levels were not provided in some studies. Overall, the methodological reporting quality based on the CEC quality indicators was found to be high. These findings indicate that recent international single-subject research on visual support interventions has primarily accumulated around the use of activity schedules to support independent performance and task performance in individuals with ASD. The findings also highlight the need to expand future research to diverse subtypes and application domains of visual support interventions.

자폐스펙트럼장애, 시각적 지원, 단일대상연구, CEC 질적 분석, Autism Spectrum Disorder, Visual Support, Single-subject Research, CEC Quality Indicator Analysis

이지연 Ji-yeon Lee , 이승연 Seung-yeon Lee

DOI:10.34262/kadd.2026.30.2.28 Vol.30(No.2) 587-604, 2026

This study examined the developmental mechanisms of rejecting and restrictive parenting behaviors among parents of children with autism spectrum disorder (ASD), focusing on parental affiliate stigma and caregiver strain as mediating variables. Data from 123 parents of children with ASD were collected via an online survey and analyzed using SPSS PROCESS Macro Model 6. The results indicated that the challenging behaviors of children with ASD directly explained the increase in rejecting and restrictive parenting behaviors. Simultaneously, their challenging behaviors increased their parents’ affiliate stigma, leading to more rejecting and restrictive parenting behaviors. By contrast, caregiver strain was increased by challenging behaviors and reduced negative parenting behaviors. Additionally, affiliate stigma triggered by challenging behaviors was associated with increased caregiver strain, which resulted in less rejecting and restrictive parenting behaviors. Based on the findings of this study, specific intervention strategies for parents of children with ASD are proposed.

자폐스펙트럼장애, 도전행동, 양육행동, 동반낙인감, 양육부담감, Autism Spectrum Disorder, ASD, Challenging Behaviors, Parenting Behaviors, Affiliate Stigma, Caregiver Strain

안해님 Hae-nim Ahn , 김유리 Yuri Kim , 신현경 Hyunkyoung Shin , 박지연 Jiyeon Park

DOI:10.34262/kadd.2026.30.2.29 Vol.30(No.2) 605-635, 2026

This study aimed to analyze the general characteristics, caregiving experiences and support needs, and reporting quality based on the Consolidated Criteria for Reporting Qualitative Research in qualitative studies on caregiving in families of individuals with disabilities conducted in Korea between 2015 and 2025, and to suggest directions for future research. A total of 33 qualitative studies selected according to the inclusion criteria were analyzed in terms of publication year, research type, data collection methods, participant characteristics, family caregiving experiences, and support needs. The level of COREQ compliance was analyzed using a 3-point Likert scale. Analysis of general characteristics showed that the largest number of studies was published in 2022, a range of qualitative approaches was identified, and individual interviews were the most frequently used data collection method. Among the research participants, mothers were the most common group, and participants in their 50s represented the largest age group. Caregiving experiences were analyzed by distinguishing between individual and family experiences, with both negative and positive experiences identified. Support needs were categorized into long-term support for caregiving, reduction of caregiving burden, improvement of caregiving quality, and expansion of social responsibility. According to the COREQ analysis, the Analysis and Findings domain showed the highest average score, whereas the Research Team and Reflexivity domain received the lowest average score. By systematically evaluating the reporting quality of qualitative research on caregiving in families of individuals with disabilities, this study contributes to methodological rigor of future qualitative research and provides implications for advancing family support research.

장애인, 가족, 돌봄, 질적 연구, 질적 연구 보고 통합 기준, Individuals with Disabilities, Family, Caregiving, Qualitative Research, Consolidated Criteria for Reporting Qualitative Research, COREQ

김민희 Min-hee Kim , 김대용 Dae-yong Kim

DOI:10.34262/kadd.2026.30.2.30 Vol.30(No.2) 637-659, 2026

This study aimed to analyze social service practitioners’ perceptions of the importance and performance of support for challenging behaviors in adults with developmental disabilities and to identify areas that require priority improvement in practice. To achieve this aim, a survey was conducted based on three domains derived from the challenging behavior guideline of the National Institute for Health and Care Excellence (NICE): staff education, support and supervision; behavior support plans; and challenging behavior support. Participants were 135 practitioners working in social service settings, including providers of the Intensive Support Service for Individuals with Profound Developmental Disabilities and Day Activity Services for Individuals with Developmental Disabilities. The collected data were analyzed using both traditional Importance-Performance Analysis (IPA) and Deng's revised IPA at the overall-item and domain-specific levels. The results indicated that items related to measurement, monitoring, and intervention fidelity were classified into the low-priority quadrant in the traditional IPA but moved to the concentrate-here quadrant in the revised IPA. In contrast, items related to collaboration with family members or caregivers and practitioners’ emotional support were classified into the concentrate-here quadrant in the traditional IPA but moved to the low-priority quadrant in the revised IPA. In addition, items related to regular and professional supervision and individualized behavioral interventions based on functional behavioral assessment were identified in the keep-up-the-good-work quadrant. These findings suggest that the priorities of items may differ between the traditional IPA and the revised IPA and indicate that measurement, monitoring, and intervention fidelity-related items require priority improvement, whereas professional supervision and individualized support based on functional behavioral assessment were identified as areas that should be maintained. By applying both the traditional IPA and Deng’s revised IPA, this study compared the importance and performance of support for challenging behaviors in adults with developmental disabilities and identified priority areas for improvement as well as areas that should be maintained in social service settings.

도전적 행동, 성인기 발달장애인, 발달장애, 사회복지서비스, 중요도-실행도 분석, Challenging Behavior, Adults with Developmental Disabilities, Developmental Disabilities, Social Welfare Services, Importance-Performance Analysis

김미성 Mee-sung Kim , 한경근 Kyoung-gun Han

DOI:10.34262/kadd.2026.30.2.31 Vol.30(No.2) 661-689, 2026

The purpose of this study is to understand the lives of middle-aged women with developmental disabilities who experience intersectional inequality and to identify their lifelong learning needs. To this end, data were collected from four middle-aged women with developmental disabilities using a narrative inquiry approach, and the commonalities and individualities of their lives were explored by applying an interpretive framework based on the International Classification of Functioning, Disability and Health (ICF). The results revealed the following: First, the lives of middle-aged women with developmental disabilities were characterized by othering resulting from environmental factors; low self-esteem stemmed from overprotection and low expectations, and social care remained at a charitable level. In the physical functioning domain, mental health aging accelerated more rapidly than physical health aging. In the activity domain, a tendency to avoid tasks related to one's abilities due to internalized discrimination was observed, and in the participation domain, overall constraints on the performance of social roles were identified. Second, the common lifelong education needs of middle-aged women with developmental disabilities were identified as the restoration of gender identity, an integrated support system for independent living, a mental health management system tailored to each life stage, participation in activities that consider their living context, and the establishment of an integrated community support network. Individual needs included differentiated support based on housing type, life-cycle-specific tailored support systems, mental health support to strengthen resilience, opportunities to demonstrate abilities that consider environmental contexts, and the cultivation of a balanced attitude toward rights and responsibilities. The ICF served as a useful integrated framework for identifying life-cycle-specific lifelong education needs, enabling the identification of needs that reflect change and context, as well as the design of tailored educational programs. Subsequent research was recommended, including social discussions on life-cycle standards and support models for people with developmental disabilities, ICF-based studies on adults with developmental disabilities, and comprehensive research on middle-aged women with developmental disabilities.

중년 발달장애 여성, ICF, 교차적 불평등, 타자화, 포용적 평생교육, Middle-aged Women with Developmental Disabilities, Intersectionality, Otherizing, Inclusive Lifelong Education

서지영 Ji-young Seo , 박영근 Yung-keun Park

DOI:10.34262/kadd.2026.30.2.32 Vol.30(No.2) 691-707, 2026

This study aimed to analyze the level of implementation of transition education tasks for students with disabilities in secondary schools according to teachers’ background variables and to identify the challenges in operating transition education, with the goal of improving its implementation. A total of 130 secondary special education teachers working in special schools, special classes in middle and high schools, and special education support centers participated in the study. Data were collected to examine the level of transition education implementation and support needs. The main findings are as follows. First, in the student-centered domain of transition education, particularly in relation to vocational preparation for students with disabilities, no significant differences were found across teacher-related variables. Second, in the teacher- and school-centered domain, the level of implementation of transition education planning and operation showed a statistically significant difference according to work environment, with teachers at special education support centers showing a significantly lower level of implementation than those at special schools. In addition, significant differences were found according to school level, with teachers in specialized vocational tracks demonstrating higher levels of implementation compared to teachers in middle and high schools. Third, significant differences were found in operational difficulties experienced during the implementation of transition education according to working environment, with teachers at special education support centers perceiving greater difficulties compared to those at special schools and special classes.

전환교육, 중등학교, 특수교사, 실행수준, 지원요구, Transition Education, Secondary Schools, Special Education Teachers, Level of Implementation, Support Needs

이문오 Mun-oh Lee

DOI:10.34262/kadd.2026.30.2.33 Vol.30(No.2) 709-729, 2026

This study aims to analyze domestic and international research on Contact Improvisation (CI) by field, country, and year, and to derive practical and academic implications through an in-depth review of 24 studies applying CI or core CI mechanisms to individuals with developmental disabilities. The study was designed as a scoping review based on Arksey and O’Malley’s (2005) framework and the PRISMA-ScR guidelines. The overall distribution of CI research was arts and performance (40%), therapy (25%), education (15%), disability and integrated dance (10%), community and society (5%), and others (5%). CI research has rapidly increased since the 2010s, with 17 studies published in 2025 alone. International research has been led by the United States, the United Kingdom, Australia, the Netherlands, and Germany, while Korean research requires further expansion in therapeutic and clinical areas. Among the 24 studies on individuals with developmental disabilities, 14 studies (58%) were published between 2015 and 2019. Autism spectrum disorder (ASD) was the most common disability type, with 10 studies (42%), and qualitative research was the most frequent methodology (38%). Modified application of core CI mechanisms (46%) was more common than direct CI application (29%), showing that CI is used as an adaptive tool for relationship-building rather than as a fixed artistic form. Social and emotional outcomes (38%) exceeded motor and physical outcomes (29%), indicating a shift toward relational and emotional transformation. Based on these findings, this study provides a theoretical foundation for CI program design by integrating somatics, which emphasizes first-person bodily experience, with inclusive education, which focuses on removing barriers to participation. Its significance lies in mapping the research landscape of CI for individuals with developmental disabilities and laying the groundwork for future field-based program development and effect-verification studies.

즉흥 움직임, 발달장애, 소매틱스, 통합 무용 교육, 즉흥 무용 교육, Improvised Movement, Developmental Disability, Somatics, Inclusive Dance Education, Improvisational Dance Education

민기연 Ki-yeon Min

DOI:10.34262/kadd.2026.30.2.34 Vol.30(No.2) 731-753, 2026

This study explored how school violence among students with special educational needs is recognized and addressed within school settings. Previous studies have primarily focused on the victimization experiences and risk factors associated with school violence among students with disabilities. However, relatively little attention has been paid to how particular behaviors are interpreted, judged, and subsequently identified as school violence in educational contexts. Accordingly, this study conceptualized school violence among students with special educational needs not as a single incident, but as a process shaped by relationships, interpretations, and institutional judgments. To achieve this purpose, in-depth interviews were conducted with four special education teachers and four mothers who had experience with special schools or special classes. The collected data were analyzed using thematic analysis. The findings indicated that school violence among students with special educational needs was understood and addressed within relational contexts. Participants tended to interpret aggressive behaviors not merely as acts of violence but in relation to disability characteristics, repeated interactions, and prior relational experiences. Whether a particular behavior was interpreted as problem behavior or identified as school violence varied depending on the perceptions of teachers and parents, school contexts, and relational circumstances. In addition, the application of school violence procedures was influenced by ongoing relationships among students and the intentions of parents. Participants also emphasized the need for continuous educational interventions to support relationship restoration and behavioral change after formal procedures had been completed. The findings suggest limitations in understanding school violence among students with special educational needs solely through frameworks developed for general education settings. The study highlights the importance of considering the continuity of peer relationships, disability characteristics, and the context of repeated interactions when interpreting and responding to school violence in special education settings.

특수교육대상 학생, 발달장애, 학교폭력, 문제행동, students with special educational needs, developmental disabilities, school violence, problem behavior