조재규 Jae-gyu Jo

DOI:10.34262/kadd.2025.29.4.1 Vol.29(No.4) 1-22, 2025

The purpose of this study is to analyze the research methods and research contents of 19 Korean experimental research papers that conducted individual Discrete Trial Training (DTT) interventions for children with disabilities from 2015 to 2024. Looking at the results of the study, first, the publication status by year was the highest in 2023 and 2024, at 21.1% e ach, and the publication status by academic journal was the highest in Journal of Behavior Analysis and Support at 47.4%. Second, the most common type of disability in the study was autism spectrum disorder in 63.2%, the age was 52.6%, and the number of subjects was 3 with 52.6%. Third, the ABA center was 31.6%, the interventions at the individual level was 94.7%, the researcher himself was 73.7%, and the most common experimental design was sign was multiple-probe design across subjects, accounting for 52.1%. Fourth, in terms of research ethics, 63.2% of the papers obtained parental consent, 84.2% presented inter-observer reliability, 89.5% presented intervention fidelity, and 89.5% presented social validity. Fifth, 31.6% of the papers applied DTT in the Multiple Exemplar Instruction (MEI) procedure as an independent variable, 21.1% of the studies applied more than 2 months to less than 3 months and more than 6 months, respectively, and 36.8% of the studies conducted more than 10 to less than 20 sessions of the experimental session. Sixth, the dependent variables were very diverse, such as naming acquisition and improvement, voluntary speech, task avoidance behavior, perspective acceptance learning, echolocation reduction, and task performance rate, and the most common measurement method was the reactor association observation recording method at 89.5%, and the papers using percentage for data analysis. Seventh, it was found that there was an intervention effect of 94.7%, 68.4% of papers measuring maintenance, and 42.1% of papers measuring generalization. Based on the above research results, measures to improve individual trial teaching intervention experiments in Korea were discussed and suggested.

개별 시도 교수, DTT, 실험 연구, 동향 분석, Discrete Trial Training, Experimental Research, Analysis of the Trends

이성은 Sungeun Lee , 이영지 Youngzie Lee

DOI:10.34262/kadd.2025.29.4.2 Vol.29(No.4) 23-41, 2025

This study examined the effects of parent-implemented social skills training using discrete trial training on a child with autism spectrum disorder (ASD) with a focus on parent implementation fidelity. A multiple probe design across behaviors was employed, targeting three social interaction skills: initiating interaction, responding to interaction, and turn-taking. The social communication skills were further assessed using the Korean version of the Social Communication Questionnaire (K-SCQ) and the Social Responsiveness Scale-2 (SRS-2). Results demonstrated that the child’s performance improved across all three target behaviors, with gains maintained and generalized across phases. The mother’s instructional fidelity showed substantial improvement from baseline to intervention and maintenance phases, and high levels of fidelity were also observed during generalization with the father. These findings provide empirical support for the effectiveness of parent-implemented social skills training among children with ASD.

자폐스펙트럼장애, 사회성 기술 훈련, 부모 실행 중재, 개별시도교수, SCERTS, Autism Spectrum Disorder, Social Skills Training, Parent-Implemented Intervention, Discrete Trial Training

김나현 Na-hyeon Kim , 김유진 Yu-jin Kim

DOI:10.34262/kadd.2025.29.4.3 Vol.29(No.4) 43-56, 2025

This study explored the cognitive health status of older adults with developmental disabilities in Korea by conducting a secondary analysis of the 2023 National Survey on Persons with Disabilities (NSPD) and the 2023 National Survey of Older Koreans (NSOK). Due to the absence of standardized cognitive assessment tools in the NSPD, “organic mental disorder” (CF4=5) was used as a proxy indicator for cognitive decline. Importantly, only one case of cognitive decline was identified among 612 older adults with developmental disabilities, which made statistical inference impossible. Accordingly, this study employed a descriptive and exploratory approach rather than regression-based analytical modeling. The single identified case exhibited multiple overlapping vulnerabilities, including low educational attainment, single-person household, low income, multimorbidity, depressive symptoms, and residence in a non-urban area. While these characteristics cannot be interpreted as predictive or causal factors, the co-occurrence of such vulnerabilities highlights the structural disadvantages faced by many older adults with developmental disabilities. To contextualize this finding, NSOK data were descriptively compared to illustrate broader patterns of cognitive health among the general older population. This study’s primary contribution lies not in estimating risk factors, but in revealing the current limitations of national data systems in capturing the cognitive health of aging adults with developmental disabilities. The findings underscore the need for improving national surveys by incorporating standardized cognitive assessments, establishing early screening pathways through collaboration between dementia care centers and disability welfare services, and addressing regional disparities in healthcare and social participation infrastructure.

발달장애, 고령화, 인지저하, 치매, 누적취약성, 2차 자료 분석, 통합사례관리, Developmental Disabilities, Aging, Cognitive Decline, Proxy Indicator, Descriptive Analysis, Cumulative Vulnerabilities, National Survey

추연구 Youn-gu Chu , 김병룡 Byeong-ryong Kim

DOI:10.34262/kadd.2025.29.4.4 Vol.29(No.4) 57-74, 2025

This study aimed to conduct a comprehensive meta-analysis of the effects of the Self-Determined Learning Model of Instruction (SDLMI), focusing on single-subject design studies involving students with and without disabilities. Seventeen relevant studies (20 samples) published up to March 2025 were included in the analysis. The individual BC-SMD effect sizes were calculated, and the overall effect size was estimated using the R program. A Meta-ANOVA was also conducted to examine differences according to moderator variables such as grade level, interventionist, independent variable, and dependent variable. The analysis revealed, first, that the overall effect size was large (BC-SMD=3.469) when analyzed using a random effects model. Second, the Meta-ANOVA showed statistically significant differences across subgroups of moderator variables. Based on these findings, implications for the application of SDLMI in educational settings were discussed.

자기결정학습모형, SDLMI, 단일대상연구, 메타분석, 메타아노바, Meta-Anova, Self-Determined Learning Model of Instruction, SDLMI, Single-Subject Design, Meta-Analysis, Meta-ANOVA

김기흥 Ki-heung Kim

DOI:10.34262/kadd.2025.29.4.5 Vol.29(No.4) 75-96, 2025

This study examines Peter Petersen’s Jenaplan pedagogy concept and the characteristics of the Jenaplan elementary school in Berlin-Neukölln, which operates within this framework. It then seeks to identify implications for inclusive education. To this end, data was collected through literature review, field visits, and interviews with school administrators. Key implications for inclusive education derived from the findings are as follows: First, the most crucial and fundamental starting point for inclusive education is a thorough educational recognition and acknowledgement of the absolute and unconditional dignity of each individual, based on their inherent human diversity. Second, the proportion of students with disabilities among the total student body is a crucial factor in inclusive education, as it likely influences the interest of school authorities and faculty, as well as the quantitative and qualitative cooperation and support required to foster an educational environment. Third, inclusive education, within the context of an educational community, emphasizes the importance of respectful and cooperative relationships rather than competition among its members. Fourth, the ultimate goal of school education is to cultivate the capabilities and qualities necessary to coexist with diverse individuals within a social community.

개혁교육학, Reformpädagogik, 페터 페터젠, 예나플랜 교육학, 통합교육, Reformed Pedagogy, Peter Petersen, Jena-Plan Pedagogy, Inclusive Education

임동출 Dong-chool Lim , 이홍재 Hong-jae Lee

DOI:10.34262/kadd.2025.29.4.6 Vol.29(No.4) 97-114, 2025

The purpose of this study was to analyze the effect of subjective health status, social support, and use of welfare services on the life satisfaction of people with the developmental disability. Specifically, this study categorized developmental disability types into people with intellectual disability and people with autism spectrum disorder, and conducted a comparative analysis of the factors affecting life satisfaction based on the disability type. We used raw data from the 「2023 Survey on the Actual Condition of Persons with Disabilities」, and 859 people with developmental disabilities were set as the subjects for analysis. Hierarchical regression analysis was conducted. The analysis results showed that subjective health status was identified as a common factor that positively affected life satisfaction in both disability types. In contrast, social support and the use of welfare services had significant positive effects on people with intellectual disabilities group but were not statistically significant for people with autism spectrum disorders group. This result suggests that the effect of the factors influencing life satisfaction varies differently according to the type of developmental disability, implying the necessity for tailored policy design based on the specific type of developmental disability rather than perceiving individuals with developmental disabilities as a single, homogenous group. Based on these results, this study discussed the theoretical and policy implications for improving the life satisfaction of people with developmental disabilities.

발달장애인, 지적장애인, 자폐성장애인, 삶의 만족도, 주관적 건강 상태, 사회적 지지, People with Developmental Disabilities, People with Intellectual Disabilities, People with Autism Spectrum Disorders, Life Satisfaction, Subjective Health Status, Social Support

이윤희 Yoon-hee Lee , 양명희 Myong-hee Yang

DOI:10.34262/kadd.2025.29.4.7 Vol.29(No.4) 115-136, 2025

This study aimed to identify the situations in which primary caregivers of children with developmental disabilities perceive themselves as unhappy, using the Q methodology. Based on 191 statements collected for the Q population, a final set of 33 Q samples was selected. Fourteen parents of children with developmental disabilities participated as the P sample and sorted the 33 statements. The analysis revealed three distinct types of unhappiness perception among these parents. First, “Burden of caregiving and emotional isolation” refers to a group that feels isolated while bearing full caregiving responsibility without sufficient family or social support. They perceive unhappiness as arising from external factors, highlighting the need to alleviate social isolation and establish relationship-based support systems. Second, “Psychological exhaustion and helplessness in caregiving competence” describes parents who experience emotional depletion and diminished self-efficacy due to repeated failures in managing their child’s challenging behaviors and communication difficulties. Their sense of unhappiness stems primarily from their relationship with the child and internal emotional struggles, suggesting the importance of interventions such as emotional recovery and empowerment programs. Third, “Anxiety about the inability to continue caregiving” characterizes parents who perceive their declining health, aging, and financial instability as threats to the sustainability of caregiving. Their unhappiness centers on existential anxiety about the future rather than the immediate difficulties of caregiving, indicating the need for long-term life planning support. This study demonstrates that the unhappiness perceived by parents of children with developmental disabilities is not merely a result of caregiving stress but a complex and subjective experience shaped by psychological characteristics, relational contexts, and life-cycle factors. These findings suggest that family support policies for individuals with developmental disabilities should move beyond uniform service provision toward tailored interventions that reflect parents’ psychological profiles and contextual needs. By providing an in-depth understanding of the sources of psychological distress among these parents, this study is expected to contribute to the development of policy foundations that enhance the quality of life for families of individuals with developmental disabilities.

발달장애, 불행에 대한 인식, Q 방법론, Developmental Disabilities, Awareness of Unhappiness, Q Methodology

김화수 Wha-soo Kim , 우지수 Ji-soo Woo , 이주현 Ju-hyeon Lee

DOI:10.34262/kadd.2025.29.4.8 Vol.29(No.4) 137-151, 2025

The purpose of this study was to analyze the relationship between morality and language ability in adolescents with developmental disabilities and to examine the possibility of approaching morality from a linguistic perspective. A total of 37 adolescents with developmental disabilities participated in this study. Their moral development was assessed using two morality assessment tools, and their language ability was evaluated using six standardized language assessment tools. An independent samples t-test was conducted to examine differences in morality according to language age, and Pearson’s correlation analysis was performed to investigate the relationships between morality and language ability. The results were as follows. First, there were significant group differences according to language age in moral sensitivity, moral judgment, and moral motivation, whereas no significant difference was found in moral character. Second, moral sensitivity, moral judgment, and moral motivation showed moderate-level positive correlations with receptive and expressive vocabulary, syntactic comprehension, metalinguistic ability, and emotional vocabulary. Third, several subcomponents of morality―such as situational perception, consequence perception, moral orientation, and emotional orientation―also showed correlations with specific language abilities. These findings suggest that moral development can be interpreted and promoted from a linguistic perspective. This study is significant in that it empirically identified the correlation between morality and language ability in adolescents with developmental disabilities and proposed a new perspective that links moral development with linguistic competence. It is expected that the results of this study will serve as foundational data for developing educational and intervention programs aimed at fostering moral development through linguistic approaches.

발달장애청소년, 도덕성, 언어능력, Adolescents with Developmental Disabilities, Morality, Language Ability

이재욱 Jae-uk Lee

DOI:10.34262/kadd.2025.29.4.9 Vol.29(No.4) 153-175, 2025

The purpose of this study is to explore in depth the club activity experiences of university students with developmental disabilities and to examine their educational meanings. The participants were seven students enrolled in a specialized department for developmental disabilities at K University in CN Province (five with intellectual disabilities and two with autism spectrum disorders). Data were collected and analyzed through participant observation and in-depth interviews. The findings revealed three core themes in the participants’ experiences during club participation: first, the coexistence of realizing self-preferred activities and constraints on autonomy; second, the coexistence of expectations and growth in interpersonal relationships and role performance with accompanying emotional burdens; and third, the coexistence of excitement and fear in challenging situations, as well as a willingness to encourage junior students to participate. The educational meanings of club activities were summarized as follows: first, the strengthening of emotional and psychological capacities; second, the development of interpersonal competence and responsibility through social interaction and role performance; and third, the provision of career education opportunities and a supportive setting for curricular learning. Based on these results, the study proposes the need to restructure club activities for university students with developmental disabilities into an educational platform that integratively supports emotional, relational, responsibility, career, and learning competencies; to strengthen career- and job-related linkages and community cooperation; and to establish support systems for conflict alleviation and a facilitator-based, process-oriented guidance system.

발달장애, 대학교, 동아리, 교육적 의미, Developmental Disabilities, University, Club Activities, Educational Meaning

김지연 Ji-yeon Kim

DOI:10.34262/kadd.2025.29.4.10 Vol.29(No.4) 177-193, 2025

This study aimed to examine the impact of exercise participation on happiness in daily life among adults with developmental disabilities and to verify the mediating effect of subjective health perception in this relationship. Using data from the 2024 Survey on Work and Life of Persons with Developmental Disabilities (n=1,788), multiple regression analysis and mediation analysis were conducted. The association between exercise participation and happiness was analyzed first, followed by verification of the mediating effect of subjective health perception. An additional analysis was performed on the exercise participant group (n=788) to examine the effect of exercise duration. The results showed that individuals with developmental disabilities who regularly participated in exercise had significantly higher levels of happiness compared to those who did not, and subjective health perception partially mediated the relationship between exercise and happiness. This indicates that a substantial portion of the effect of exercise participation on happiness occurs through enhanced subjective health perception. Furthermore, analysis of the exercise participant group (n=788) examining the effect of exercise duration on happiness revealed a complete mediating effect of subjective health perception. This suggests that fostering positive health perception plays a more important role in enhancing happiness than merely increasing exercise duration. These findings indicate that physical activity programs for individuals with developmental disabilities need to be designed not only to improve physical function but also to strengthen participants’ subjective health perception and psychological efficacy.

발달장애, 운동 참여, 행복감, 주관적 건강 인식, Developmental Disabilities, Exercise Participation, Happiness, Subjective Health Perception

신민주 Min-ju Shin

DOI:10.34262/kadd.2025.29.4.11 Vol.29(No.4) 195-212, 2025

The purpose of this study was to investigate how art therapy performed on adults with early developmental disabilities with aggressive behavior had an effect on improving self-expression and reducing aggressive behavior. The subject of the study was a 26-year-old adult with early developmental disabilities who was diagnosed with intellectual disability level 3, and from March 11 to August 30, 2022, a total of 20 sessions of art therapy were conducted for 60 minutes once a week. The research tools were a self-expression improvement checklist, the KFD dynamic familization test, and interviews with the mothers of the participants about the pre- and post-behavior changes, and the results of the study were as follows. First, the art therapy program improved the self-expression of adults with early development disabilities who exhibit aggressive behavior by allowing them to express their anger and negative emotions through drawings and stories about their entrenched state of mind. Second, art activities using art media were found to alleviate aggressive symptoms in early-adult developmentally disabled people and provide psychological stability. Third, art therapy programs to improve self-expression were found to help restore family relationships by allowing early-adult developmentally disabled people to naturally express their minds. As a result, this study shows that art therapy had a positive effect on alleviating aggressive behavior by helping people with early development disabilities express their aggressive tendencies to their families by helping them express their emotions and express themselves. Therefore, based on this study, we hope that the development of various art therapy programs according to the symptoms of each type of early adult developmentally disabled people will be further promoted in the future.

발달장애, 놀이 중심, 상호작용, 실행연구, Kolb의 경험학습, Developmental Disabilities, Play-Centered, Interaction, Action Nesearch, Kolb’s Experiential Learning

전리상 Lee-sang Chon

DOI:10.34262/kadd.2025.29.4.12 Vol.29(No.4) 213-223, 2025

This study aimed to examine the impact of job awareness on workplaces satisfaction among people with developmental disabilities. To achieve this, we reviewed prior research and conducted frequency analysis, descriptive statistics, correlation analysis, and regression analysis based on data from the Korea Employment Promotion Agency for the Disabled (KEPID)’s Employment Development Institute (EDDI) in 2024.. The results showed that. First, there was a correlation between the technical difficulty, physical difficulty, job satisfaction, and workplace satisfaction of people with developmental disabilities.. Second, the higher the job satisfaction, the higher the workplaces satisfaction of the person with the developmental disability. These results suggest several implications. First, there is a need to explore diverse and appropriate job development options that appeal to people with developmental disabilities. Second, employment linkages are necessary to foster positive job perceptions and enhance workplaces satisfaction for people with developmental disabilities.

발달장애인, 직무인식, 기술적 난이도, 육체적 난이도, 직무만족도, 직장만족도, People with Developmental Disabilities, Job Recognition, Technical Difficulty, Physical Difficulty, Job Satisfaction, Workplaces Satisfaction

정진아 Jin-a Jeong

DOI:10.34262/kadd.2025.29.4.13 Vol.29(No.4) 225-248, 2025

The purpose of this study is to develop a convergence education that integrates counseling based on the Social and Emotional Learning (SEL) Theory and to explore the perceptions of general elementary school students, students with disabilities, students with media addiction and their parents, teachers, and counselors after its application. To ensure the validity and truthfulness of the research, peer review, expert meetings, and triangulation methods were employed. For the data collection involved participant observation as supplementary material and interviews with students, parents, teachers, and counselors. Data were collected through interviews with students, parents, teachers, and counselors, with participant observations used as supplementary data. The collected data were categorized according to the Social and Emotional Learning (SEL) Theory to derive meaningful insights. The findings revealed that in ‘Tailored Education as a pathway to Empathy and Acceptance’, students demonstrated respect for peers with disabilities and others through the courage to embrace ‘difference’and ‘imperfection’, and collaboratively completed their tasks together. This process facilitated various collaborative and cooperative activities on the journey of opening hearts and guiding individuals toward a sense of “we,”and had a positive impact on self-regulation, social development, the promotion of inclusive education, and the strengthening of bonds between media-addicted students and their parents. In ‘Education Where Learning Harmonizes with the Heart’, practice of behavioral change and improvement of integrative thinking were achieved through interactions that embraced one’s own and others’ emotions. In ‘Blooming as Myself’, the section ‘Awakening the Giant within Me’served as an opportunity to enhance self-directedness and perseverance against frustration through free activities, helping participants discover their own strengths and interests. Furthermore, in ‘Educators Are the Seasons of Their Students’, the program ‘With U (A Beautiful Journey Together)’served as the starting point for putting into practice ‘Education Where Learning Harmonizes with the Heart’by developing and applying teaching methods that respect students’diversity. This study is academically significant in that there has been little prior research on convergent education programs integrating counseling based on the Social and Emotional Learning (SEL) Theory. It is expected to serve as a practical reference for the future development and implementation of convergent education program integrating SEL-based counseling in schools and local communities.

사회정서학습이론, 통합교육, 융합교육, 상담교육, 미디어 중독, Social and Emotional Learning, SEL, Theory, Inclusive Education, Convergent Education, Counseling Education, Media Addiction

이승훈 Seung-hoon Yi , 이태수 Tae-su Lee

DOI:10.34262/kadd.2025.29.4.14 Vol.29(No.4) 249-262, 2025

The purpose of this study was to analyze the effects of reciprocal teaching using generative AI on the vocabulary and reading comprehension skills of students with intellectual disabilities. The participants were eight middle school students with intellectual disabilities (four 2nd graders and four 3rd graders) enrolled in a special class at a middle school located in Jeollanam-do. A reciprocal reading instruction program incorporating generative AI was developed, and a total of 14 intervention sessions were implemented over three weeks, from the second to the fourth week of January 2025. Vocabulary and reading comprehension assessments were administered before and after the intervention. Data were analyzed using the Wilcoxon signed-rank test, a nonparametric statistical method suitable for paired sample analysis. The middle school students with intellectual disabilities who participated in this study showed statistically significant improvements in both vocabulary scores and reading comprehension scores on the post-test compared to the pre-test. These findings suggest that reciprocal teaching supported by generative AI can be effectively utilized in language education, such as vocabulary and reading comprehension instruction, for students with intellectual disabilities.

지적장애, 생성형 인공지능, 상보적 교수, 어휘, 읽기 이해, Intellectual Disability, Generative AI, Reciprocal Teaching, Vocabulary, Reading Comprehension

박선이 Sean-yi Park

DOI:10.34262/kadd.2025.29.4.15 Vol.29(No.4) 263-290, 2025

The purpose of this study was to find out the importance and execution of the knowledge base for positive behavioral support (PBS) as an arbitration method for challenging behavior that facility workers who provide direct services in social welfare sites find difficult, identify what kind of support is required to effectively apply behavioral intervention in the actual field, and ultimately find a way to improve the quality of life of adult people with developmental disabilities who use day activity centers. The study participants consisted of 30 facility workers working at the Adult Developmental Disabilities Daytime Activity Center in Gwangju Metropolitan City. Data were collected through the questionnaire and analyzed using the SPSS 25.0 statistical program, and the relative influence of related variables according to demographic characteristics on the importance and performance of day activity center facility workers’ positive behavioral support (PBS) did not show a significant difference, and in the perception of the importance and performance of positive behavioral support (PBS) for challenging behavior of facility workers, the overall average of performance was 2.41, and the average of importance was 2.69, indicating that positive behavioral support (PBS) was lower than what they thought was important in the field. Accordingly, the need for challenging behavior is emerging in the field, but since specific alternatives have not been implemented, it is suggested that alternatives that can be applied by practitioners in the field and continuous related research should be conducted from the perspective of facility workers.

성인발달장애인, 긍정적 행동지원, 주간활동서비스, 시설종사자, Adult Persons with Developmental Disabilities, Positive Behavioral Support, Day Activity Services, Facility Workers

이병화 Byung-hwa Lee , 최유일 Yu-il Choi

DOI:10.34262/kadd.2025.29.4.16 Vol.29(No.4) 291-307, 2025

This study explored the correlations among self-determination, psychological and emotional well-being, and future planning readiness in adults with developmental disabilities, and empirically analyzed their influential relationships. A structured survey was conducted with 800 adults with developmental disabilities residing in Gyeonggi Province, and the collected data were analyzed accordingly. The results revealed the following: First, self-determination had a significant positive effect on psychological and emotional well-being, suggesting that autonomy and choice-making experiences among individuals with developmental disabilities contribute positively to emotional stability and life satisfaction. Second, future planning readiness was also identified as an independent variable with a significant positive effect on psychological and emotional well-being, indicating that a sense of agency and predictability over one’s life may serve as a protective factor for psychological well-being. Third, future planning readiness moderated the relationship between self-determination and psychological and emotional well-being, such that the positive effect of self-determination was strengthened as future planning readiness increased. This study emphasizes the need for an integrated approach that combines enhancing self-determination capabilities with establishing support systems for future planning to improve the quality of life of individuals with developmental disabilities, and presents practical and policy implications accordingly.

성인 발달장애인, 자기결정, 심리 및 정서적 안녕, 미래계획 준비도, Adults with Developmental Disabilities, Self-Determination, Psychological and Emotional Well-Being, Future Planning Readiness

김보미 Bo-mi Kim , 이문오 Mun-oh Lee , 임수정 Soo-jeong Lim , 이진영 Jin-young Lee , 서성제 Sung-je Seo

DOI:10.34262/kadd.2025.29.4.17 Vol.29(No.4) 309-330, 2025

This study aimed to develop a digital resilience index based on Robocare robots for individuals with developmental disabilities and the elderly who have communication difficulties. In the rapidly shifting digital society, individuals with disabilities and the elderly are classified as digitally vulnerable groups due to limited digital accessibility and utilization skills, exacerbating social exclusion and inequality. Therefore, this study, as a foundational study for realizing a digitally inclusive society, aimed to identify the correlation between enhanced digital literacy and psychological resilience and establish a basic index system for assessing this relationship. To this end, based on Elaboration Theory, a field of Task Analysis, we conducted a study with a panel of 30 experts, including robot developers, special education teachers, and social workers, through procedures such as literature analysis, focus group interviews (FGI), and Delphi surveys. After confirming digital resilience indices for each area, such as cognition, sociality, problem solving, physical coordination, and digital competency, we constructed a visual and nonverbal evaluation tool based on AAC (Augmentative and Alternative Communication) for subjects who have difficulty expressing themselves verbally. The AAC based indices developed in this study are expected to be utilized as an evaluation tool for the effectiveness of digital education for people with severe developmental disabilities and cognitive decline and for care robot programs.

발달장애인, 노인, 돌봄로봇, 디지털 탄력성, AAC, 디지털 리터러시, 사회통합, People with Developmental Disabilities, the Elderly, Care Robots, Digital Resilience, Digital Literacy, Social Integration

장세희 Se-hee Jang , 최윤정 Yun-jeoung Choi

DOI:10.34262/kadd.2025.29.4.18 Vol.29(No.4) 331-345, 2025

This study was conducted to explore the difficulties experienced by early childhood teachers in guiding young children at risk of developmental disabilities and to identify support strategies to overcome these challenges. Seven early childhood teachers with experience teaching children at risk were selected as participants, and semi-structured, in-depth interviews were conducted. The collected data were transcribed and analyzed through a constant comparative analysis process to derive core themes. The analysis revealed six major categories: (1) teachers’ perceptual change regarding children at risk―from a focus on “deficiency” to a recognition of the “need for support,” (2) teachers’ understanding of the characteristics of children at risk and the diversification of educational responses, (3) difficulties and coordination needs in teacher-parent communication, (4) relationship-based Instructional support srategies (5) teachers’ emotional experiences and professional growth, and (6) the need to strengthen systemic and institutional support structures. These findings indicate that teachers perceive children at risk not as deficient but as individuals with developmental potential, concretizing educational practice through emotional relationships and individualized instructional strategies. However, the results also reveal that insufficient institutional support systems and limited parental awareness place an excessive burden on teachers’ individual capacity. This study emphasizes that support for children at risk should not rely solely on teachers’ personal dedication but must be achieved through the establishment of collaborative, institutional, and organizational systems. The findings provide foundational insights for creating inclusive educational environments in early childhood settings.

장애위험영유아, 영유아교사, 질적연구, Children at Risk of Developmental Disabilities, Early Childhood Teacher, Qualitative Research

김선영 Sun-young Kim , 정희진 Hee-jin Jeong , 유용권 Yong-kweon Yoo

DOI:10.34262/kadd.2025.29.4.19 Vol.29(No.4) 347-366, 2025

This study aimed to analyze the operational outcomes of the Operation Performance of the Flower Decoration for Individuals with Developmental Disabilities, ‘I Am a Green Gardener’ (hereafter referred to as the ‘Operation Performance of the Flower Decoration’). The analysis focused on individuals with developmental disabilities who participated in the contest, as well as the professionals such as social welfare workers and horticultural therapists who guided them throughout the preparation process and competition. The findings of this study are intended to serve as foundational data for policy support to promote the contest as a potential vocational field for individuals with developmental disabilities. A total of 73 participants aged 14 and older with developmental disabilities completed a survey measuring self-esteem gained through the contest, perceived difficulty level, and intention to participate again. In addition, 41 professionals completed a survey assessing their perceptions of participant changes, the appropriateness of contest operations, areas for improvement, and other opinions. The data were analyzed using frequency analysis, the Mann-Whitney U test, and the Kruskal-Wallis test. The results of the study were as follows: First, participants’ self-esteem showed significant differences according to institution type, number of participations, and age group, with self-esteem scores higher than those reported in related previous studies. Second, perceived difficulty level significantly differed according to the number of participations. Third, intention to participate again did not show significant differences by participation type, gender, institution type, number of participations, or age group. Fourth, professionals perceived “improvement in confidence” as the most notable change among participants, while “improved communication among participants” was perceived as the least notable change. Fifth, among the aspects of contest operations, timing of the event received the highest evaluation, while fairness of judging received the lowest. Sixth, among areas for improvement, the need for continuity of the contest received the highest score, whereas enhancement of operational capacity and improvements in training methods received the lowest.

발달장애, 화훼장식, 원예치료, 발달장애인 화훼장식 경진대회, 나도그린가드너, Developmental Disability, Flower Decoration, Horticultural Therapy, Flower Decoration Competition for People with Developmental Disabilities, I am a Green Gardner

전재수 Jae-soo Jeon

DOI:10.34262/kadd.2025.29.4.20 Vol.29(No.4) 367-387, 2025

This study explores the structural meanings of life where disability and gender intersect, through the life history of a woman with a severe physical disability. It further analyzes the processes of relational autonomy, the politics of articulation, and the affirmation of existence that emerge therein. To this end, Fritz Schütze’s narrative interview method was employed to conduct an in-depth life history interview with a woman with a brain lesion, interpreting her entire life story within its temporal and relational contexts. The analysis revealed that the participant’s life unfolded across five stages―dependence, distancing, reconstruction, articulation, and affirmation―which represent not merely individual changes but a narrative process of subject formation shaped within social relationships and symbolic structures. The participant’s intersectional identity as both disabled and female resulted in experiences of double oppression, situated under the discourses of normality and social stigma. Nevertheless, through everyday practices, reflexive awareness, and acts of self-recognition, she achieved relational autonomy and reconstructed her sense of self. Theoretically, this study is significant in that it integrates the frameworks of intersectionality, symbolic violence, and recognition theory to reinterpret the lived experiences of a disabled woman, thereby expanding the interdisciplinary dialogue between disability studies and gender studies. Practically, it redefines independence not as institutional separation but as autonomy embedded within relationships, emphasizing the necessity of a participatory and recognition-centered paradigm in social welfare practice.

중증장애여성, 교차성, 젠더, 관계적 자립, 내러티브 분석, 생애사, Women with Severe Disabilities, Intersectionality, Gender, Relational Autonomy, Narrative Analysis, life History

최민식 Min-sik Choi

DOI:10.34262/kadd.2025.29.4.21 Vol.29(No.4) 389-410, 2025

This study aimed to identify parents of young adults with developmental disabilities’ perceptions, preparations, and support needs regarding their children’s future planning, thereby providing baseline data for exploring ways to prepare and support young adults with developmental disabilities for adulthood. Sixteen parents who participated in a future preparation program for young adults with developmental disabilities participated in the study. Two focus groups were formed and interviews were conducted. Qualitative data collected during the study, including field notes, documents, and interview data, were categorized and analyzed using a classification analysis method based on continuous comparative analysis. The research results yielded three key keywords, seven superordinate categories, and 28 subcategories: first, anxiety and burden regarding future planning preparation and reality (burden and differences in future planning by age of parents, daytime activities in the community severely lacking); second, awareness and needs regarding preparation and support for future planning (stable lifelong education institutions where parents can have a happy day, consumer-centered residential environments within the community, national systems and support for putting future planning into practice); and third, parents of young adults with developmental disabilities preparing for the future (parents who prepare and struggle with their children’s future planning, appropriate respect as parent experts, and an unwavering commitment to a better adult life). These research results will be utilized as basic data and follow-up research on educational content, parent support, policymaking, administrative support, and inter-agency collaboration to practically prepare for and support the adult lives of young adults with developmental disabilities.

청년 발달장애인, 발달장애 부모, 성인기, 미래설계, 초점집단면담, Young People with Developmental Disabilities, Parents of with Developmental Disabilities, Adulthood, Future Planning, Focus Group Interview

정서형 Seo-hyung Jung , 안해님 Hae-nim Ahn , 최진경 Jin-kyung Choi , 박지연 Jiyeon Park

DOI:10.34262/kadd.2025.29.4.22 Vol.29(No.4) 411-438, 2025

This study explored the perceptions and needs experienced by parents regarding the challenging behaviors exhibited by lower-grade elementary school students with developmental disabilities and the coping processes involved. Individual interviews were conducted with ten mothers of children in grades 1-3 with developmental disabilities enrolled in special schools and special classes located in Seoul and Gyeonggi-do, South Korea. The collected data were analyzed using phenomenological reasearch procedures. Four major themes and eleven subthemes emerged from the analysis: ‘concerns and expectation surrounding elementary school entry’, ‘efforts made by schools and families’, ‘difficulties and limitations in the coping process’, and ‘support needs and future directions’. Based on these findings, the study discussed the necessity of systematic support for challenging behaviors during the elementary transition period, strengthening school expertise and expanding human resources, establishing a foundation for collaboration with parents, developing support systems for early school adaptation, and broadening family support as practical policy and institutional improvement measures. The significance of this study lies in its in-depth examination of the challenging behaviors of students with developmental disabilities during the elementary school transition from the parents’ perspective, and in its contributions to effective behavioral support and policy development.

발달장애, 초등학교 저학년, 도전행동, 학부모 경험, 행동중재, Developmental Disabilities, Lower Grade Elementary School, Challenging Behaviors, Parental Experiences, Behavioral Intervention

김지민 Ji-min Kim , 이숙향 Suk-hyang Lee

DOI:10.34262/kadd.2025.29.4.23 Vol.29(No.4) 439-465, 2025

This study conducted surveys and in-depth interviews with teachers in charge of elementary school admission at Special Education Support Centers in Gyeonggi-do to gain an in-depth understanding of the the continuous increase in demand for elementary school admission to special schools, the resulting excessive competition rates, and difficulties in the selection and placement process, and to explore institutional improvement measures. Survey results revealed a high application rate exceeding the admission quota(up to 4.83:1) in most regions. While all regions mandatorily conducted document reviews and in-depth observations, there were regional differences in detailed procedures and student selection methods. The analysis of in-depth interviews identified four major themes and eleven subthemes: (1) differences in special school selection and placement procedures across regions, (2) current status and issues of the selection and placement process, (3) work overload and emotional exhaustion of teachers, and (4) institutional improvement needs for smoother selection and placement. Based on these findings, the study proposed policy recommendations such as establishing unified selection and placement standards and manuals at the level of the Ministry of Education or the Provincial Office of Education, expanding the number of special schools and special classes, developing civil complaint response guidelines and protection mechanisms for the teachers in charge, and enhancing the quality of inclusive education and social awareness of disabilities.

특수학교, 선정·배치, 초등학교, 특수교육지원센터, Special School, Selection and Placement, Elementary School, Special Education Support Center

서승연 Seung-yeon Seo , 나지회 Ji-hoi Na , 박연지 Yeon-ji Park , 최보인 Bo-in Choi

DOI:10.34262/kadd.2025.29.4.24 Vol.29(No.4) 467-500, 2025

This study aims to investigate the research trends and intervention characteristics of international experimental studies focusing on community- and public-based leisure activities for school-aged children and adolescents with Autism Spectrum Disorders (ASD), and to suggest relevant implications. For this literature review, nineteen papers published internationally from 2013 to 2025 have been selected and analyzed for overall research trends and intervention characteristics. The analysis examines Evidence-Based Practices (EBP) for ASD intervention, specific leisure activity types and categories, and the inclusion of core leisure elements. The findings indicate that interventions were primarily conducted with participants aged 6 to 12 and often involved group formats in community settings. A majority of the studies have focused on physical function and participation in physical activities as the primary area of focus. Most of the studies have reflected evidence-based practices (EBP) for ASD intervention, and many studies have focused on social communication as a dependent variable. Conversely, studies incorporating core leisure elements, such as autonomous choice, were relatively sparse. Based on these results, we discuss directions for future research and implications for leisure activity interventions targeting children and adolescents with ASD.

자폐범주성장애, 여가활동, 공동체, 지역사회, 문헌분석, Autism Spectrum Disorder, Leisure Activities, Community, Local Community, Literature Review

이선희 Sun-hee Lee , 박소영 So-young Park

DOI:10.34262/kadd.2025.29.4.25 Vol.29(No.4) 501-526, 2025

This study examined differences in perceptions of inclusive classroom management between general and special education teachers according to their co-teaching experience. A survey was administered to 1,006 elementary, middle, and high school teachers (395 general education teachers and 611 special education teachers), and group differences were analyzed using cross-tabulation (χ²). The major findings are as follows. First, regardless of co-teaching experience, teachers commonly identified “the burden of classroom management” and “lack of instructional expertise” as major challenges in inclusive classrooms. Second, the most critical factor for successful inclusion was “the perception and attitude of general students,” and teachers without co-teaching experience perceived peer acceptance and interaction quality as more decisive for inclusive success. Third, collaboration between teachers primarily occurred in the areas of “behavioral guidance” and “student management,” whereas instructional collaboration was relatively low, although it was more consistently observed among elementary teachers. Fourth, instructional adaptation were implemented only in limited subjects or activities, with secondary general teachers showing a higher rate of “non-implementation” due to lack of time. Regarding adaptation types, elementary general teachers most frequently applied “content adaptation,” whereas both elementary and secondary special education teachers and secondary general teachers mainly applied “environmental adaptation.” Although instructional adaptation was perceived to be led by special education teachers, teachers with co-teaching experience emphasized collaborative implementation. Based on these findings, the study highlights the need to expand co-teaching practice, strengthen teachers’ instructional expertise, and establish school-level collaborative systems to enhance the quality of inclusive education.

협력교수, 통합학급, 교수적 수정, 일반교사, 특수교사, Co-teaching, Inclusive Class, Instructional Adaptation, Special Education Teacher, General Education Teacher

이필상 Pil-sang Lee

DOI:10.34262/kadd.2025.29.4.26 Vol.29(No.4) 527-556, 2025

In this study, we examined the Educational Provision Environment for Students with Disabilities Attending School Education in Cambodia and guided with other specific objectives such as to get better understand the special education related legislation and education policies of education provision for students with disabilities, to investigates the study environment of students with disabilities, to explores the types and curriculum of education they received, to identifies gaps, challenges, and opportunities within the current educational system. The findings revealed that while Cambodia has adopted inclusive education policies, many schools face difficulties due to limited resources, lack of teacher training, insufficient support systems and the high number of student with disabilities dropout school. First, Cambodia faces challenges in implementing inclusive education, as teachers lack knowledge and training on inclusive education methods and strategies. Second, there is a significant gap between progressive policies and the limited realities surrounding the learning environment for students with disabilities in Cambodia. Third, Cambodia’s education system for students with disabilities faces substantial barriers, including a serious shortage of teacher capacity and professional training, as well as severe resource and infrastructure constraints. The study concludes the improving teacher capacity and strengthening policy enforcement are essential for achieving meaningful inclusion. These insights may guide future policy development and practical strategies for inclusive education in Cambodia.

Cambodia, Student with Disabilities, Education Law & Policies, Education Environment, Type of Education, 캄보디아, 장애학생, 교육 법률 및 정책, 교육 환경, 교육 유형

김영준 Young-jun Kim , 권량희 Ryang-hee Kwon

DOI:10.34262/kadd.2025.29.4.27 Vol.29(No.4) 557-587, 2025

This study aimed to design a platform that can support long-term lifelong education for persons with developmental disabilities at global universities from the perspective of Christian community ministry. To this end, the contents of the research purpose were explored with a focus on the extracurricular activities that Christian universities organize in relation to the infrastructure of curriculum innovation and the convergent expansion system that follows. The method of this study was to select five experts who were working at Christian foundation universities and studying lifelong education support systems for people with developmental disabilities as participants, and a semi-structured FGI procedure was established. The contents of the study were classified into basic extracurricular activity areas, deepen extracurricular activity areas, and convergent expansion areas starting from extracurricular activities from the perspective of exploring the dimensions of a platform that practices community ministry such as lifelong education for people with developmental disabilities at the global level. In this regard, basic application plans for extracurricular activities based on understanding and embracing developmental disabilities from a Christian perspective, including a worship community for people with developmental disabilities based on God’s love and the gospel, were presented. Next, a plan for applying deepen extracurricular activities was presented to practice the contribution of learning talents in the dimension of deepening within the major and creative convergence between majors by integrating and applying the knowledge and skills of the major curriculum of the department to which students enrolled in Christian universities individually belong to lifelong education for persons with developmental disabilities. In addition, it was suggested that these application methods can be activated through various types of extracurricular activities such as mentoring, competitions, special lectures, study groups, and camps, and that they can be systematically linked with signature programs that link majors and extracurricular activities, and social contribution and service certification systems. In addition, this study proposed systematic innovations such as the establishment of a convergent (joint) major course for community ministry through lifelong education for people with developmental disabilities within Christian universities through the application of basic and deepen extracurricular activities, the establishment of a liberal arts subject, and the sharing of results and feedback meetings with local related organizations. Finally, through extracurricular activities considered in the above aspects, convergent expansion measures such as the establishment and operation of a regional-linked community ministry center using the infrastructure of the Global Lifelong Education Center affiliated with Christian universities, a global mission-based church community, and a conference through the formation of an interuniversity alliance were proposed.

Christian Community Ministry, Global Universities, Lifelong Education for Persons with Developmental Disabilities, Long-Term Support Platform, Convergent Expansion System Based on Extracurricular Activities, 기독교 공동체 사역, 글로벌 대학, 발달장애인 평생교육, 장기형 지원 플랫폼, 비교과교육 기점 융합적 확장 체계