원상화 Sang-hwa Won , 강은혜 Eun-hye Kang , 김진수 Jin-su Kim

DOI:10.34262/kadd.2025.29.2.1 Vol.29(No.2) 1-15, 2025

This study aimed to explore the validity of an AI-based parent-child interaction assessment tool using a qualitative case study approach. Four parent-child dyads were selected, and three assessment methods were concurrently applied: the Parenting Attitude Test (PAT-2) to evaluate parenting attitudes, the Korean-Child Development Inventory (K-CDI) to assess developmental levels, and an AI-based interaction analysis to quantify behavioral indicators. Results revealed that the three tools showed a moderate to high level of conceptual consistency in key domains such as emotional sensitivity, autonomy support, and language development. However, interpretive discrepancies were observed in certain items, primarily due to differences in evaluation perspectives and methods. Notably, the AI-based tool effectively quantified real-time interaction behaviors―including emotional expression, child initiative, responsiveness, and nonverbal cues―which are often difficult to capture using traditional self-report assessments. Furthermore, the tool revealed gaps between parental self-perception and actual interaction behavior, suggesting its value as a complementary tool for visualizing relational dynamics. These findings indicate that AI-assisted analysis has the potential to function as a supplementary instrument that reflects the actual flow and quality of parent-child interaction. Future research should focus on developing culturally sensitive interpretation frameworks and validating the tool’s generalizability across diverse populations and settings.

AI 기반 평가도구, 부모-자녀 상호작용, 질적 사례연구, 타당화, AI-based Assessment Tool, Parent-Child Interaction, Qualitative Case Study, Validation

김영준 Young-jun Kim , 권량희 Ryang-hee Kwon

DOI:10.34262/kadd.2025.29.2.2 Vol.29(No.2) 17-43, 2025

In order to focus on the possibility that the field of vocational special education for students with developmental disabilities can be improved and restructured with a lifecycle approach, this study aims to explore progress measures for individualized transition plan (ITP) to prepare for future customized employment. The method of the study consisted of a procedure using FGI by selecting participants with expertise in the field of vocational special education. The overall results of the study were based on the view that the progress of ITP should be made in conjunction with the dimension in which students with developmental disabilities can mutually develop self-reliance patterns and employability for independent future adult life through vocational special education. Through this, the concept and function of future customized employment, which allows students with developmental disabilities to gradually cycle toward independence in employment according to an individually customized job development pattern designed from the perspective of a lifecycle approach that comprehensively reflects the context and needs of school age, adulthood transition, and adulthood, were reflected in the ITP based on vocational special education. In addition, according to the above intention, the vocational special education-based ITP for students with developmental disabilities should explore and reflect the infrastructure of welfare services and lifelong education through interfield integration, as well as what types of employment preparations should be diversified for the transition to adulthood. Also, this study considered ways for students with developmental disabilities to mutually link and integrate individual job paths for customized employment in the adult stage, including the transition to adulthood, according to the lifecycle ITP through vocational special education. Through the results of the study, it was feedbacked as a major issue that the functions and culture of customized employment should be variously specified in order for the current ITP for students with developmental disabilities in the field of vocational special education to be restructured and advanced into a lifecycle approach. Furthermore, in order to improve the realistic possibilities mentioned above, it was also discussed that the cooperative system between related organizations such as vocational special education institutions and KEAD should be activated in terms of sharing and disseminating the results of ITP for students with developmental disabilities.

A Lifecycle Approach, Vocational Special Education, Students with Developmental Disabilities, Future Customized Employment, Individualized Transition Plan (ITP), 생애주기 접근, 직업특수교육, 발달장애학생, 미래형 맞춤고용, 개별화전환계획

오승원 Seung-won Oh , 표윤희 Yun-hui Pyo

DOI:10.34262/kadd.2025.29.2.3 Vol.29(No.2) 45-70, 2025

The purpose of this study was to examine the effects of individualized Positive Behavior Support (PBS) on problem behavior and functional communication skills in students with developmental disabilities. The participants were three elementary school students diagnosed with either intellectual disabilities or autism spectrum disorder, each enrolled in a different classroom at a special education school located in Gyeongsangnam-do, South Korea. A multiple baseline design across participants was employed to verify the functional effects of the intervention, which was implemented in the sequence of baseline, intervention, and maintenance phases. The results indicated that individualized PBS effectively reduced the frequency of problem behavior and increased the frequency of functional communication skills in all participants. Furthermore, for some students, the effects of the intervention were maintained after the intervention period. These findings suggest that individualized PBS is a meaningful and effective intervention strategy for reducing problem behaviors and enhancing functional communication skills in students with developmental disabilities.

발달장애, 긍정적 행동지원, 문제행동, 기능적 의사소통 기술, Developmental Disabilities, Positive Behavioral Support, Problem Behaviors, Functional Communication Skills

김종순 Jong-soon Kim , 전혜인 Hea-in Jeon

DOI:10.34262/kadd.2025.29.2.4 Vol.29(No.2) 71-90, 2025

This study aims to explore the perceptions of special education teachers who face potential violations of t heir professional authority while managing students with disabilities who exhibit aggressive challenging behavior toward teachers. The ultimate goal is to identify the necessary support measures to help these teachers engage in educational activities within a safe and stable environment. The participants consisted of 10 special education teachers form the same region as the researcher, all of whom had experience teaching student who displayed aggressive challenging behavior directed at teachers. In-depth individual interviews were conducted using semi-structured questionnaires. The interview data w ere transcribed and analyzed using the constant comparative method. The findings revealed 13 sub-themes categorized into 6 major themes. Teachers reported difficulties stemming from both environmental and psychological factors and demonstrated diverse perceptions of student’s challenging behaviors. Based on these experiences and perceptions, the study discusses strategies and support systems necessary to assist special education teachers.

특수교육, 도전행동, 교권침해, Special Education, Challenging Behavior, Infringement of Teaching Authority, Children with Developmental

이미지 Mi-ji Lee

DOI:10.34262/kadd.2025.29.2.5 Vol.29(No.2) 91-111, 2025

This study analyzed the process of independence and employment of young adults with borderline intellectual functioning through grounded theory, and attempted to examine the conditions and situations that affect the independence and employment phenomena of borderline intelligence youth in detail. To this end, individual in-depth interviews were conducted with nine borderline intelligence young adults, and a total of 58 concepts, 2 0 subcategories, and 1 4 categories were derived. As a result of analyzing this with a paradigm model, 1) belated awareness of borderline intelligence, 2) lack of social support as a policy exclusion target were derived as causal conditions, and 3) lack of information after adulthood, 4) cognitive and behavioral characteristics derived from borderline intelligence, and 5) difficulty in employment and maintaining a career were derived as central phenomena. 6) psychological withdrawal and maladaptive behavior, and 7) difficulty in drug management were derived as contextual conditions, and 8) cooperation and support from parents, 9) assistance from professional organizations, and 10) will to be self-reliant and employed were derived as mediating conditions. Through the action and interaction strategy, 11) capturing new opportunities, 12) preparing for and making efforts for employment were derived, and as a result, 13) starting social life according to one’s own pace and situation, and 14) the need for expanded support were derived, respectively. Based on the research results, the process of independence and employment of young adults with borderline intellectual functioning was interpreted, and implications for future employment support for borderline intelligence youth were suggested.

경계선 지능, 경계선 지능 청년, 자립 및 취업, 근거이론, BIF (Borderline Intellectual Functioning), Young Adults with BIF, Independence and Employment, Grounded Theory

이주연 Ju-yeon Lee , 이선희 Surn-hee Lee

DOI:10.34262/kadd.2025.29.2.6 Vol.29(No.2) 113-135, 2025

The purpose of this study was to examine the effects of Functional Communication Training (FCT) on out-of-seat behavior and alternative communication behavior of an elementary school student with developmental delays who was in special education c lasses at a general school. The participant was a 7-year-old child with developmental delays residing in A city, and the intervention was implemented in the educational room of Institute C. An A-B-A-B reversal design was used to verify the functional relationship between FCT and out-of-seat behavior. Based on a functional behavior assessment of out-of-seat behavior, alternative communication behaviors that were functionally equivalent were selected. The study was conducted in the sequence of baseline, intervention, maintenance, and generalization. The results indicated that FCT effectively decreased out-of-seat behavior and increased alternative communication behavior in the elementary school student with developmental delays. Furthermore, the effects of the intervention were maintained after the intervention ended and generalized to the home environment. These findings suggest that FCT is not only an effective intervention for addressing problem behaviors in elementary school students with developmental delays, but also holds potential for generalization to their home environments and daily lives.

기능적 의사소통 훈련(FCT), 자리이탈 행동, 대체 의사소통 행동, 발달지체 초등학생, Functional Communication Training (FCT), Out-of-Seat Behavior, Alternative Communication Behavior, Elementary School Students with Developmental Delays

조규영 Kyu-young Cho

DOI:10.34262/kadd.2025.29.2.7 Vol.29(No.2) 137-150, 2025

The purpose of this study was to understand the perception of general university professors on educational and learning activities of people with developmental disabilities, educational activities, and support for college life. As for the research method, unstructured in-depth interviews were conducted with five general university professors with less than two years of educational experience of people with developmental disabilities as participants. As a result of this study, the perception related to class support for people with developmental disabilities felt by general university professors in the department of liberal arts with less than two years of educational experience for students with developmental disabilities is, first, from the perspective that it is difficult for students with developmental disabilities to provide class feedback in lectures with non-disabled students, and evaluation is difficult. Second, they responded that they need more academic support such as peer professors and one-on-one guidance. Third, support for educational activities and college life required various support such as establishment of educational guidelines and regulations for students with developmental disabilities, establishment of teaching support infrastructure, and support personnel. According to these results, it is necessary to seek a plan from the perspective of acknowledging the gap between non-disabled students and academic achievement in college classes in general departments of students with developmental disabilities.

발달장애인, 수업지원, 대학강사, Person with a Developmental Disability, College Admission, College Professor

박윤하 Yun-ha Park , 김서현 Seo-hyeon Kim , 김태영 Tae-young Kim , 김승연 Seung-yeon Kim , 김주성 Ju-sung Kim , 이영선 Young-sun Lee

DOI:10.34262/kadd.2025.29.2.8 Vol.29(No.2) 151-174, 2025

This study aimed to implement the Korean version of PEERS^® for adults using a metaverse platform and to explore the experiences of adult participants with autism and their parents who participated as social coaches. Individual interviews were conducted with the adult participants, and a focus group interview (FGI) was conducted with the parents. Through the analysis of interview data, five major themes and fifteen subthemes were identified: the outcomes of PEERS^® implementation, the factors contributing to those outcomes, the positive role of the metaverse, the limitations in using the metaverse, and design considerations for a metaverse-based Korean PEERS^® program. Most participants evaluated their experience with the metaverse-based Korean PEERS^® positively, particularly in terms of social skill improvement, disability acceptance, and convenience. Based on these findings, the study suggests considerations for applying the adult Korean version of PEERS^® within a cultural context and provides implications for improving remote social skills training programs.

자폐성장애, 발달장애, 비대면, 성인기, PEERS^Ⓡ, Autism Spectrum Disorder, Developmental Disability, Telehealth, Young Adult

김유리 Yu-ri Kim , 김성구 Seong-goo Kim , 전유지 Yu-ji Jeon

DOI:10.34262/kadd.2025.29.2.9 Vol.29(No.2) 175-204, 2025

This study aims to analyze research trends on health promotion programs for adults with developmental disabilities and systematically evaluate the characteristics of these programs. To achieve this, a total of 32 studies (5 domestic and 27 international) were selected through a literature search of academic databases and journals. The selected studies were analyzed based on participant characteristics, research design, dependent variables, program characteristics (instructional content, instructional methods). The results indicate that most studies targeted adults with mild to moderate intellectual disabilities and predominantly employed a single-group pretest-posttest design. The effectiveness of health promotion programs was assessed using written tests, anthropometric measurements, and pedometers; however, few studies measured maintenance and generalization effects. Additionally, only a limited number of studies considered intervention fidelity and social validity. The primary components of health promotion programs included nutrition education, physical activity information, and exercise, with visual supports and reinforcement being frequently utilized as instructional strategies. Based on these findings, implications for future research and program development to enhance health promotion among adults with developmental disabilities are discussed.

발달장애, 건강증진 프로그램, 건강권, 신체활동, 영양, Developmental Disabilities, Health Promotion Programs, Health Rights, Physical Activity, Nutrition

유일다 Il-da Yu , 김보람 Bo-ram Kim , 나경은 Kyong-eun Na

DOI:10.34262/kadd.2025.29.2.10 Vol.29(No.2) 205-223, 2025

This study aimed to develop a sexuality education program for adolescents with developmental disabilities and their primary caregivers, and to explore its effectiveness. The primary caregiver sexuality education program was designed to enhance sexual awareness, reduce prejudice against the sexuality of individuals with disabilities, and improve caregivers’ confidence in sexuality education. The adolescent program targeted improvements in sexual knowledge and attitudes. A mixed-methods approach was employed, using a one-group pretest-posttest design and qualitative analysis of written reflections. Participants included 12 primary caregivers residing in G City, Gyeonggi Province, and their children with developmental disabilities, who were in the 6th grade of elementary school to middle school. The primary caregiver program consisted of four sessions, focusing on age-appropriate sexuality education strategies, understanding physical changes during puberty, establishing spatial and bodily boundaries, and the concept of consent. The adolescent program included two sessions emphasizing physical changes in puberty, boundary setting, and consent. The results showed statistically significant improvements in caregivers’ sexual awareness and confidence in sexuality education, as well as a meaningful increase in sexual knowledge among adolescents. These findings suggest the effectiveness of sexuality education programs for both primary caregivers and adolescents with developmental disabilities and highlight the need for further systematic program development and follow-up research.

발달장애 청소년, 주 양육자 성교육, 성교육 프로그램, Adolescents with Developmental Disabilities, Primary Caregiver Sexuality Education, Sexuality Education Program

최지은 Ji-eun Choi

DOI:10.34262/kadd.2025.29.2.11 Vol.29(No.2) 225-240, 2025

This study empirically examined the structural relationships among family strength, disability acceptance, and life satisfaction in individuals with developmental disabilities. Data were drawn from the fifth wave of the Panel Survey on the Living Conditions of Persons with Disabilities (2022), conducted by the Korea Disabled People’s Development Institute. A total of 381 participants, consisting of 274 individuals with intellectual disabilities and 1 07 individuals with autism spectrum disorders, were analyzed. Using SPSS 27.0 and AMOS 26.0, frequency analysis, exploratory and confirmatory factor analyses, reliability analysis, descriptive statistics, correlation analysis, and structural equation modeling were conducted. The mediating effect of disability acceptance was tested through bootstrapping. The main findings are as follows. First, family strength had a significant positive effect on both disability acceptance and life satisfaction. Second, disability acceptance significantly and positively influenced life satisfaction. Third, disability acceptance partially mediated the relationship between family strength and life satisfaction. Fourth, among the control variables, only age showed a significant negative effect on disability acceptance and life satisfaction, whereas gender, type of disability, educational attainment, and presence of multiple disabilities did not show significant effects. These findings suggest that strategies aimed at enhancing both family strength and disability acceptance are critical for improving the life satisfaction of individuals with developmental disabilities. In particular, strengthening emotional support within families, developing psychological counseling programs to promote disability acceptance, and establishing multi-layered support systems that respect self-determination are necessary. This study holds academic significance in that it comprehensively examined the structural relationships between family environment and individual psychological resources among people with developmental disabilities and provided theoretical and practical directions for improving their quality of life.

발달장애인, 가족건강성, 삶의 만족도, 장애수용, Developmental Disabilities, Family Strength, Life Satisfaction, Disability Acceptance

신민주 Min-ju Shin

DOI:10.34262/kadd.2025.29.2.12 Vol.29(No.2) 241-259, 2025

The purpose of this study is to analyze cases of the work experience of people with developmental disabilities to identify difficulties and problems in their work life and to help improve their employment problems. To this end, we analyzed data derived from in-depth interviews with three people with developmental disabilities who are currently employed or have experience in employment. As a result of the study, first, the meaning unit ‘mental burden due to lack of communication’ was derived from my appearance as a worker, second, the meaning ‘apology and gratitude toward my family’ was derived from my appearance as a family member, and third, the meaning ‘stability in life through work life’ was derived from my desired appearance. As a result, people with developmental disabilities had the will and heart to live happily as workers who constantly fulfill their roles, even though they had to look for new jobs after their short-term contracts ended. In addition, they had ambivalent feelings of apology and gratitude toward their families who always supported and loved them, and the results of this study showed that they had a strong desire to do the work they liked. Therefore, I hope that the government will provide support to create an atmosphere in which awareness of people with developmental disabilities can be improved, even if only a little, and that various programs will be opened to help people with developmental disabilities live confidently as members of society.

발달장애인, 직업 생활 경험, 질적 사례연구, Developmentally Disabled People, Work Experience, Qualitative Case Study

신재민 Jae-min Shin , 임지향 Ji-hyang Lim

DOI:10.34262/kadd.2025.29.2.13 Vol.29(No.2) 261-278, 2025

This is a single-case study to investigate the effects of developmental art therapy on sensory modulation and socialization in a child with intellectual disabilities. The subject of the study is a b oy with severe intellectual disability. The changes in sensory control and sociality were qualitatively analyzed through observation by session and stage to find out the changes in sensory control of children with intellectual disabilities, and the Sensory Profile (SP) scale test was conducted pre- and post-test to find out the changes in sensory control, and the Social Development Scale (SDS) test was conducted pre- and post-test to find out the changes in sociality. The results showed that developmental art therapy had a positive effect on the sensory control and socialization of the subjects by session and stage, using observation sheets for each session. First, developmental art therapy had a positive effect on the sensory control of children with intellectual disabilities; second, developmental art therapy had a positive effect on the socialization of children with intellectual disabilities. Therefore, based on the findings of this study, developmental art therapy programs can be meaningfully used to positively affect sensory modulation and social skills in children with intellectual disabilities.

지적장애, 감각조절, 사회성, 발달적, 미술치료, Intellectual Disabilities, Sensory Modulation, Social Skills, Developmental, Art Therapy

황희 Hee Hwang , 이진국 Jin-kook Lee

DOI:10.34262/kadd.2025.29.2.14 Vol.29(No.2) 279-298, 2025

This study aimed to verify the effects of a milieu-centered language intervention program on the overall development of young children with developmental delays. To this end, the program was applied over the course of one year (52 sessions) to 30 children aged 3 to 5 years who were suspected of developmental delays based on the Korean Child Developmental Risk-Revised (KCDR-R) test. Changes in the children’s development before and after the intervention were measured across five KCDR-R domains (sociality, self-help behavior, gross motor, fine motor, and language) and statistically analyzed using the Wilcoxon signed-rank test. The analysis revealed statistically significant improvements in all developmental domains, confirming that the milieu-centered language intervention program can be effective for all core developmental areas in children with developmental delays. These results suggest that milieu-centered language intervention is effective for enhancing the overall development of children with developmental delays and provide a basis for future discussions on language intervention strategies for children at risk of developmental delay.

환경 중심 언어 중재, 언어치료, 발달지연 유아, KCDR-R, 조기 개입, Environment-based Language Intervention, Language Therapy, Developmental Delay, Early Intervention

양윤정 Yun-jung Yang

DOI:10.34262/kadd.2025.29.2.15 Vol.29(No.2) 299-318, 2025

This study aimed to explore the physical activity experiences and support needs of primary caregiving parents who are aging alongside their adult children with developmental disabilities, and to provide foundational data for developing more effective support strategies for healthy aging. A total of eight participants were recruited from two community centers for people with developmental disabilities in Gyeonggi Province, and face-to-face focus group interviews (FGIs) were conducted. The findings revealed three key themes. First, the participants reported that their long-term and regular participation in physical activity had been significantly restricted due to caregiving responsibilities. Instead, they had primarily taken on supportive roles in promoting their children’s physical activity. Second, although participants expressed a strong awareness of the importance of physical activity and a willingness to participate, they also reported hesitation and anxiety about actual engagement. Many perceived their health status negatively, felt anxiety about aging, and experienced a lack of emotional support from others. Third, participants preferred physical activities that were both enjoyable leisure experiences and professionally structured programs effective for preventing age-related decline. They emphasized the need for spatial environments that allow them to be physically separated from their children yet accessible if needed, and temporal environments in which activities are synchronized with their children’s educational programs. Additional preferences regarding program cost, peer participation, and professional guidance were also identified. Based on these findings, the study discusses policy and programmatic implications for supporting physical activity among elderly parents of adults with developmental disabilities.

성인발달장애인, 장애자녀의 부모, 신체활동 경험, 지원 요구, 장애 부모의 노화, Adults With Developmental Disabilities, Parents Of Children With Disabilities, Physical Activity Experience, Support Needs, Aging Of Parents With Disabilities

정용석 Yong-seok Chung

DOI:10.34262/kadd.2025.29.2.16 Vol.29(No.2) 319-337, 2025

In our country, the number of students estimated to have learning disabilities is more than 5% of the school-age population. On the other hand, students classified as learning disabled are very low, less than 1% of all special education recipients. In Korea, students classified as learning disabled are very low, less than 1 % of all special education students. In this study, we reviewed the identity of learning disabilities in Korea, focusing on the responsive intervention model (RTI), the distinction among learning disabilities, learning difficulties and intellectual disabilities, the recent new definition of the Korean Learning Disabilities Association, and the support environment for learning disabilities. The results of this study are as follows. First, the responsive intervention model (RTI) limits the selection of children with learning disabilities for special education. It requires 3 -6 months and hinders early intervention. On the other hand, doctors diagnose within 1-2 hours and immediately begin intervention for them. Second, learning disabilities in special education settings often overlap with the concept of learning difficulties and tend to overlap with intellectual disabilities. More than 50% of learning disabilities fall under the IQ of intellectual disabilities (IQ 75). This suggests that there is a difference between the academic definition of learning disability and how learning disability is conceptualized in the field. Third, the new definition of the Korean Learning Disabilities Association includes learning problems due to borderline intelligence and environmental influences in learning disabilities. While the latter is appropriate to include, the former, i.e., the problem of including borderline intelligence, requires critical review. Based on the results and discussions of this study, the following are some suggested implications. First, the responsive intervention model (RTI) should be eliminated in the learning disability identification process. Second, a critical review of the existence of the term ‘internal’ in the definition of learning disabilities is required. Third, since dyslexia treatment requires customized guidance for students, it is necessary to introduce new methods such as operating one-person special classes through financial support.

학습장애 정의, 중재반응, 진단, 지원체계, Definition of Learning Disabilities, RTI Approach, Diagnostic Procedure, Support System

이경미 Kyung-mi Lee , 최웅용 Woong-yong Choi

DOI:10.34262/kadd.2025.29.2.17 Vol.29(No.2) 339-361, 2025

This study aimed to examine the relationship between meaning in life and posttraumatic growth (PTG) among parents of children with disabilities and to verify the moderating effect of resilience on this relationship. A total of 201 parents participated in the survey, and data from 182 valid responses were analyzed. Descriptive statistics, correlation analysis, multiple regression, and moderation analysis were conducted using SPSS 27.0 and PROCESS Macro Version 4.2. The results revealed that meaning in life had a significant positive effect on PTG. Furthermore, resilience significantly moderated this relationship, with the positive effect of meaning in life on PTG being more pronounced in individuals with higher levels of resilience. These findings indicate that meaning in life and resilience not only function as independent psychological resources but also interact to promote growth following adversity. The study highlights the importance of simultaneously addressing both constructs and suggests that their combined influence may be particularly effective in enhancing PTG among parents facing the psychosocial challenges of raising children with disabilities. This research provides foundational evidence for the development of practical interventions and customized counseling programs to support psychological recovery and growth in this population.

장애자녀부모, 삶의 의미, 역경 후 성장, 회복탄력성, Parents of Children With Disabilities, Meaning in Life, Posttraumatic Growth, Resilience

장지현 Ji-hyun Jang , 최진혁 Jin-hyeok Choi

DOI:10.34262/kadd.2025.29.2.18 Vol.29(No.2) 363-379, 2025

This study aims to understand perceptions and trends related to the care of individuals with developmental disabilities using text mining techniques, and to draw implications and future directions for policy. To achieve this goal, 1,251 newspaper articles published from 2021 to 2023 were analyzed using text mining techniques to examine the current state of care for people with developmental disabilities. The results of the study are as follows: First, social awareness of issues related to developmental disability care was not widespread, and trends were inconsistent. Second, frequency analysis of keywords revealed that terms like “family,” “children,” “severe disability,” and “parents” ranked high in occurrence. Third, TF-IDF analysis highlighted “medical” and “treatment” as words with high weights despite their low frequency. This study holds significance in exploring general social perceptions and trends related to the care of individuals with developmental disabilities, helping to identify directions for future policy support.

발달장애, 돌봄, 돌봄 지원, 텍스트마이닝, Developmental Disabilities, Care, Care Support, Text Mining

우지연 Ji-yeon Woo , 박윤정 Youn-jung Park

DOI:10.34262/kadd.2025.29.2.19 Vol.29(No.2) 381-399, 2025

This study aims to provide foundational curriculum-based data to suggest specific and practical strategies for special education teachers to implement sexuality education for middle and high school students with disabilities. To this end, the study analyzed all achievement standards from five subject areas: Social Studies, Science, Physical Education, Career and Vocational Education, and Health in the 2022 revised Special Education Basic Curriculum for middle and high schools, focusing on the inclusion and level of content related to Comprehensive Sexuality Education (CSE) as outlined by UNESCO. The analysis revealed the following: First, of the total 185 achievement standards across the five subjects, 51 were found to be related to CSE, with approximately 27% of the standards in both middle and high school curricula addressing CSE content at similar rates. Second, in terms of the eight key concepts of CSE, the subjects that most evenly reflected these concepts were Social Studies, Health Education, Career and Vocational Education, Physical Education, and Science, in that order. Third, with respect to the 27 detailed topics of CSE, the subjects that addressed them most comprehensively were Health Education, Social Studies, Career and Vocational Education, Physical Education, and Science, respectively. Regarding the levels of CSE content integration, both Level 1 and Level 3 accounted for 31.3% of the standards, followed by Level 4 and Level 2. Based on these findings, the study discussed directions for school-based sexuality education aligned with the curriculum and offers recommendations for future research.

국제 성교육 가이드, 포괄적 성교육, 2022 개정 특수교육 기본 교육과정, 중등 장애학생, International Technical Guidance on Sexuality Education, Comprehensive Sexuality Education, CSE, 2022 Revised Special Education Basic Curriculum, Secondary Students with Disabilities

이지안 Ji-an Lee , 김은경 Eun-kyung Kim

DOI:10.34262/kadd.2025.29.2.20 Vol.29(No.2) 401-428, 2025

Purpose: The purpose of this study is to explore the experiences and perceptions of ABA experts regarding the social communication of Infants with ASD, and to investigate what intervention elements, methods, and strategic support parents of child with ASD would need in order to directly intervene in their Infants’s social communication skills. Result: Six ABA experts with a master’s degree or higher related to autism spectrum disorder, or currently enrolled in such a program, and who have experience in social communication interventions for Infants with ASD, were organized into two focus groups for interviews. The entire interview content was transcribed and analyzed following the procedures of open coding, axial coding, and selective coding. The results revealed four core themes and fourteen sub-themes. The four core themes were: 1) Important social communication skills to be targeted for intervention in Infants with ASD; 2) Effective ABA strategies for intervening in social communication skills; 3) Effective parent education and training methods for intervening in social communication skills of Infants with ASD; and 4) Effective environmental arrangements for intervening in the social communication skills of Infants with ASD. Conclusion: Based on the research findings, fundamental elements necessary for a parent-implemented ABA program aimed at improving the social communication skills of Infants with ASD were proposed.

포커스그룹 인터뷰, ASD 유아, 응용행동분석 전문가, 사회적 의사소통 기술, Focus Group Interview, Autism Spectrum Disorder, Social communication, Applied Behavior Analysis (ABA)

김기웅 Ki-woong Kim , 하예나 Yae-na Ha , 유은영 Eun-young Yoo

DOI:10.34262/kadd.2025.29.2.21 Vol.29(No.2) 429-442, 2025

The purpose of this study is to analyze the relationship between social interaction difficulties of preschool children with developmental disabilities and the level of parenting stress experienced by their caregivers, utilizing big data. The data were sourced from the National Survey of Children’s Health (NSCH) in the United States, and the analysis focused on the relationship between the children’s social interaction difficulties and parental stress levels. The analysis included 497 preschool children aged 3-5 years with developmental disabilities and their respective caregivers. The results showed that difficulties in children’s social interaction were significantly associated with higher levels of parental stress. Specifically, parents of children who exhibited difficulties in peer interaction (β=0.66), emotion recognition (β=0.60), and shared activity (β=0.53) experienced significantly higher parenting stress compared to those whose children did not exhibit such difficulties. These findings indicate that social interaction deficits in children with developmental disabilities have a substantial impact on parental stress and psychological well-being. The results of this study are expected to serve as a foundation for developing and implementing social interaction intervention programs for preschool children with developmental disabilities and for designing stress management support for their caregivers.

학령전기, 발달장애, 사회적 상호작용, 부모 양육 스트레스, 빅데이터, Children with Developmental Disabilities, Social Interaction, Parenting Stress, Preschool children, Big data