최희철 Heecheol Choi , 김영미 Youngmi Kim , 강혜진 Hyejin Kang

DOI:10.34262/kadd.2026.30.3.1 Vol.30(No.3) 1-20, 2026

The purpose of this study was to examine the effect of positive affect on life satisfaction among individuals with disabilities and to investigate the mediating effect of psychological well-being on this relationship. Using data from 199 individuals with disabilities who participated in the 2023 Korean Happiness Survey, confirmatory factor analysis was conducted to examine the validity of the measurement model for positive affect, psychological well-being, and life satisfaction, and structural model analysis was performed to test the mediating effect. The results showed that positive affect had a significant direct effect on life satisfaction. In addition, the indirect effect of positive affect on life satisfaction through psychological well-being was positive and statistically significant. These findings indicate that psychological well-being partially mediates the relationship between positive affect and life satisfaction. If these findings are replicated in future studies, interventions aimed at enhancing psychological well-being may be considered for individuals with disabilities who experience low life satisfaction associated with low levels of positive affect.

장애인, 긍정적 정서, 삶의 만족, 심리적 안녕, 매개효과, People with Disabilities, Positive Affect, Life Satisfaction, Psychological Well-being, Mediating Effect

고은 Eun Ko , 김정현 Jeong-hyun Kim , 최일수 Ilsu Choi

DOI:10.34262/kadd.2026.30.3.2 Vol.30(No.3) 21-40, 2026

This study analyzed the explicitness and distributional trends of linguistic theories in Korean language intervention research. For this purpose, 78 language intervention articles published in three representative KCI-indexed journals from 2016 to 2026 were analyzed. The results are as follows. First, the analysis of theoretical explicitness revealed that only 6.4% of the studies clearly stated their theoretical rationale, while 52.6% were categorized as ‘implicit’ and 41.0% as ‘non-explicit.’ This confirms that most studies focus on describing intervention procedures rather than establishing theoretical foundations. Second, regarding the distribution of linguistic perspectives (based on identified cases), cognitivism (33.3%) and sociocultural theory (31.7%) were the most prominent, followed by structuralism (20.6%), behaviorism (9.5%), and the neuroscientific perspective based on brain science (4.8%). These findings suggest that future language intervention research should move beyond simple effectiveness testing to establish linguistic perspectives more explicitly, thereby securing the theoretical validity of interventions.

언어 중재, 언어 이론, 구조주의, 인지주의, 행동주의, 사회문화이론, 신경과학, Language intervention, Language theory, Structuralism, Cognitivism, Behaviorism, Sociocultural theory, Neuroscience

윤소연 So-yeun Yoon , 강영심 Young-sim Kang

DOI:10.34262/kadd.2026.30.3.3 Vol.30(No.3) 41-64, 2026

This study aimed to explore the difficulties and support needs experienced by early childhood teachers during the early identification and support process for young children at risk of disabilities, and to provide foundational data for improving early identification and support systems. A qualitative study was conducted with 10 early childhood teachers (7 childcare c enter teachers and 3 kindergarten teachers). Data were collected through semi-structured interviews and analyzed using constant comparative analysis. Credibility was established through member checking and peer review. Two overarching categories, difficulties and support needs in the early identification and support process for young children at risk of disabilities, were identified, consisting of three subcategories and 13 key contents. Difficulties included limitations in professional judgment, parent communication, and support systems, while support needs involved professional collaboration, teacher competency development, and enhanced support structures. This study identified teachers’ difficulties and support needs in the early identification and support of young children at risk of disabilities, providing foundational data for improving field-oriented support systems.

장애위험 영유아, 조기 발견, 영유아 교사, 어려움, 지원 요구, Young Children at risk of Disabilities, Early Identification, Early Childhood Teachers, Difficulties, Support Needs

신나라 Na-ra Shin , 김라경 Rah-kyung Kim

DOI:10.34262/kadd.2026.30.3.4 Vol.30(No.3) 65-86, 2026

The purpose of this study was to develop a preliminary assessment tool for media literacy competencies among middle and high school students with developmental disabilities. Previous Korean studies on media literacy competency assessment were reviewed to identify common components and candidate items, and preliminary items were developed through classification and review by media literacy and special education experts. Subsequently, two rounds of Delphi surveys were conducted with 20 experts in special education or media literacy to examine the content validity of the items. Items were deleted, revised, and integrated based on a comprehensive review of the level of agreement, convergence, content validity ratio (CVR), and open-ended comments regarding item importance and comprehension appropriateness. Following this process, item comprehension was examined with students with developmental disabilities to preliminarily assess the applicability of the tool in educational settings. The major findings were as follows. First, 23 items were deleted in the first round of the Delphi survey, leaving 35 items, and three additional items were deleted in the second round. As a result, a total of 32 preliminary items were finalized, comprising 6 items for access and use, 10 items for critical understanding, 5 items for production and expression, and 11 items for communication and participation. Second, a five-point response scale was developed to reflect students’ level of performance and the degree of support required, and visual aids were provided to facilitate students’ understanding of the response scale. Third, in both rounds of the Delphi survey, the critical understanding component showed relatively lower comprehension appropriateness than the other three components. This finding suggests that items involving abstract concepts, such as the intentions or effects of information, may be relatively difficult for middle and high school students with developmental disabilities to understand. This study is significant in that it addresses the limitations of existing media literacy assessment tools, which have primarily been developed for individuals without disabilities and rely on proxy responses, by developing a self-report preliminary assessment tool that reflects the characteristics of middle and high school students with developmental disabilities.

미디어 리터러시, 미디어 리터러시 역량, 발달장애, 평가도구, 델파이 조사, Media Literacy, Media Literacy Competency, Developmental Disabilities, Assessment Tool, Delphi Survey

백상수 Sang-su Baek , 오정숙 Jung-sook Oh , 한민경 Min-kyung Han , 김나연 Na-yeon Kim , 김희은 Hee-eun Kim

DOI:10.34262/kadd.2026.30.3.5 Vol.30(No.3) 87-106, 2026

This study aims to analyze elementary school teachers’ perceptions regarding the learning and socio-emotional characteristics of slow learners and to explore how these perceptions relate to the implementation of teaching and intervention strategies. A survey was conducted among 119 elementary school teachers. The collected data were analyzed using descriptive statistics, independent samples t-tests, one-way ANOVA, correlation analysis, and multiple regression analysis. First, teachers demonstrated generally high levels of awareness of slow learners’ characteristics, as well as a high level of implementing teaching and intervention strategies. Second, statistically significant differences in these perceptions were found based on teachers’ background variables, specifically working region, teaching experience, and prior training. Third, both perceived learning characteristics and socio-emotional characteristics were significantly and positively correlated with the implementation of teaching and intervention strategies. Fourth, multiple regression analysis showed that perceived learning characteristics significantly predicted the implementation of instructional and intervention strategies, whereas perceived socio-emotional characteristics did not have a statistically significant effect. Based on these findings, the study discusses practical directions and support systems needed to enhance educational interventions for slow learners in the classroom.

느린학습자, 학습 특성, 사회·정서적 특성, 교수·중재 전략, 교사 인식, Slow Learners, Learning characteristics, Socio-emotional characteristics, Instruction· intervention strategies, Teacher perceptions

이예다나 Lee Yedana , 김민재 Kim Min-jae , 김초연 Kim Cho-yeon

DOI:10.34262/kadd.2026.30.3.6 Vol.30(No.3) 107-124, 2026

This study aimed to analyze the vocabulary used in Korean language textbooks for Grades 3 and 4 developed under the 2022 Revised Special Education Basic Curriculum, with a focus on part-of-speech distribution and vocabulary difficulty levels. The analyses of part-of-speech and difficulty-level distributions included 948 unique words with assigned difficulty levels from the Grade 3 textbook and 1,035 from the Grade 4 textbook, while the a nalysis of r ecurrence included all unique w ords f rom both t extbooks ( 1,0 71 in Grade 3 and 1,174 in Grade 4). The results showed statistically significant associations between part of speech and vocabulary difficulty level in both grades: Grade 3, χ²(9) = 83.337, p<.001, Cramer’s V=.176; Grade 4, χ²(9)=51.297, p<.001, Cramer’s V=.131. Based on Cohen’s (1988) benchmarks adjusted for degrees of freedom, the effect size was medium for Grade 3 and small to medium for Grade 4. In contrast, no statistically significant difference was found in the overall distribution of vocabulary difficulty levels between the two grades, and the effect size was negligible, χ²(3) = 3.80, p = .284, Cramer’s V = .044; no clear progression toward greater vocabulary difficulty level was observed from Grade 3 to Grade 4. The proportions of recurring words were 2.7% in Grade 3 and 0.3% in Grade 4, indicating that the recurrence of identical lemmas was limited in both grades and particularly low in Grade 4. These findings indicate that both vocabulary difficulty and part of speech should be considered when examining vocabulary presented in Korean language textbooks and planning vocabulary instruction presented in Korean language textbooks. The results may also serve as foundational data for identifying and organizing candidate vocabulary for future vocabulary instruction and literacy screening assessment, provided that further validation is conducted using students’ actual vocabulary knowledge and performance.

특수교육 기본교육과정, 교과서 어휘 분석, 2022 개정 교육과정, 품사, 어휘 난이도, Special Education Basic Curriculum, Textbook Vocabulary Analysis, 2022 Revised Curriculum, Part of Speech, Vocabulary Difficulty

주교영 Kyoyoung Joo

DOI:10.34262/kadd.2026.30.3.7 Vol.30(No.3) 125-149, 2026

This study applied an explanatory sequential mixed methods design to examine the current status of curriculum organization and implementation of “Daily Living Activities,” a domain newly introduced in the 2022 Revised Special Education Basic Curriculum, and to derive directions for improvement. In Phase 1, school education plans and curriculum organization/time allocation checklists from all 28 special schools under the jurisdiction of the Seoul Metropolitan Office of Education (25 of which implement the Basic Curriculum) were analyzed in their entirety. In Phase 2, building on the Phase 1 findings, a focus group interview (FGI) was conducted with four special education teachers who had experience organizing and implementing school curricula. The analysis showed that the Independent Living domain had the highest frequency of inclusion across all grade-band clusters, and that 61.1% of all organizational cases centered on only 2 of the 5 domains. By establishment type, national schools showed a markedly higher mean number of domains organized and instructional hours implemented than public and private schools; as school level increased, the ratio of implemented hours relative to the national standard decreased while interschool variation widened. Thematic analysis of the FGI data yielded 4 main themes, 15 subthemes, and 29 meaning units: (a) autonomous decision-making and application in curriculum organization and implementation, (b) discrepancy between documented organization and actual implementation, (c) coping strategies for the absence of achievement standards, and (d) gaps in support infrastructure and policy marginalization. This study is significant in that it empirically illuminates the process of embedding Daily Living Activities in special schools by combining document-based census data with the voices of field teachers, and it suggests the need for concrete guidelines on domain selection and articulation, as well as clarification of organizational criteria, going forward.

특수교육 기본 교육과정, 일상생활 활동, 교육과정 편성ㆍ운영, 특수학교, 초점집단면담, Basic Curriculum For Special Education, Activities Of Daily Living, Curriculum Organization and Implementation, Special Schools, Focus Group Interview

김고은 Go-eun Kim

DOI:10.34262/kadd.2026.30.3.8 Vol.30(No.3) 151-176, 2026

This study explored how staff understand and provide dementia support for older adults with developmental disabilities when dementia is suspected or diagnosed. Focus group interviews were conducted with 11 staff members who had at least five years of experience supporting older adults with developmental disabilities and experience in dementia support. The data were analyzed using thematic analysis. Five overarching themes and 17 subthemes were identified: ‘Noticing Changes from the Usual but Remaining Uncertain,’ ‘Questioning Familiar Support Practices,’ ‘Continuing to Seek Confirmation without Clear Answers,’ ‘Rethinking What Good Support Means in the Face of a Changing Life,’ and ‘Care Lost between Disability and Older Adult Services.’ Participants noticed subtle changes before a medical diagnosis but often remained uncertain about what those changes meant. Despite this uncertainty, they continued to adjust everyday support, observe changes, and seek confirmation. As familiar support practices no longer seemed appropriate, they began to reconsider what constituted good support in the face of a changing life and came to understand support as sustaining the person’s present life, relationships, and personhood. However, they experienced difficulties in making decisions and providing support because of limited coordination between medical assessment and disability and older adult services. Based on these findings, this study highlights the need for everyday life-based early screening for dementia, person-centered support, and stronger collaboration between medical and social welfare services for people with developmental disabilities.

고령 발달장애인, 치매, 종사자, 질적연구, Older Adults with Developmental Disabilities, Dementia, Staff, Qualitative Research

조재규 Jae-gyu Jo

DOI:10.34262/kadd.2026.30.3.9 Vol.30(No.3) 177-204, 2026

This study conducted a literature analysis to examine the general trends, primary research contents, and methodological characteristics of 41 intervention studies on Conduct Disorder (CD) conducted in South Korea over the past decade, from 2016 to 2025. The findings are as follows. First, regarding the annual publication frequency, 2016 and 2021 recorded the highest percentage at 14.63% each. By journal, the Journal of Korea Christian Counseling showed the highest publication rate (14.63%), while other social sciences and pastoral counseling were the most frequent fields of study (14.63% each). Second, concerning the types of research methodology, literature reviews accounted for the highest proportion at 34.1%, followed by case studies (24.39%), comparative studies (19.51%), and experimental studies (14.63%). Third, in empirical studies, the primary target population was adolescents (55.56%), with mixed-gender groups constituting the vast majority (85.19%), and studies focusing solely on conduct disorder (43.90%) were the most common. In terms of sample size, large-scale sample studies (101 or more participants) accounted for 29.63%, and a single conduct disorder group design (48.15%) was the most frequently utilized experimental group configuration. Fourth, clinical/counseling institutions (48.15%) were the most frequent intervention settings in empirical studies, and between-group comparison and survey/correlational design (44.44%) was the most prevalent type of research design. Psychosocial interventions and treatment programs (51.85%) were the most frequently used independent variables, and the majority of intervention sessions in experimental studies were of medium duration (8-14 sessions, 64.29%). Fifth, regarding the measurement indicators for dependent variables in empirical studies, emotional and psychological functioning (25.93%) was investigated the most. Quantitative parametric statistical analysis (40.74%) utilizing standardized psychological scales (62.96%) and a self-report-only informant approach (44.44%) were confirmed as the primary data collection and analysis techniques. Sixth, regarding compliance with research ethics in empirical studies, 29.17% of the papers explicitly stated obtaining the participants’ own consent, while 20.83% failed to indicate whether consent was obtained from either the participants or their guardians. Furthermore, only 20.83% of the papers received approval from the Institutional Review Board (IRB), highlighting an overall deficiency in reporting ethical reviews. Based on a comprehensive analysis of the methodological characteristics and limitations of domestic conduct disorder research conducted over the past decade, this study provides systematic suggestions and directions for future research.

품행장애, 문헌분석, 실증연구, 연구 동향, 증거기반실제, Conduct Disorder, Literature Analysis, Empirical Studies, Research Trends, Evidence-Based Practice

오지수 Ji-soo Oh , 이준석 Joon-suk Yi

DOI:10.34262/kadd.2026.30.3.10 Vol.30(No.3) 205-228, 2026

The purpose of this study was to systematically identify sexuality and sexual rights-related instruments used to assess individuals with developmental disabilities (I/DD), along with an instrument assessing societal attitudes toward their sexuality, and to compare their measurement properties and psychometric evidence. A systematic literature search was conducted using PubMed, Scopus, Web of Science, EMBASE, and MEDLINE. Ultimately, 11 studies (including one commercial test manual) covering 11 instruments were included in the analysis. Instrument quality was evaluated using the COSMIN and STANDARDS guidelines, focusing on validity and reliability, and final recommendation grades were assigned. The findings indicated that most instruments demonstrated relatively adequate evidence for content validity and internal consistency. Based on the COSMIN evaluation and modified GRADE synthesis, the DSARss and ASQ were classified as Grade A; however, this classification reflects the level of evidence for the reported measurement properties and should not be interpreted as an unconditional recommendation for use in practice. In addition, many instruments lacked sufficient evidence regarding structural validity, test-retest reliability, cross-cultural validity, and responsiveness. Most instruments focused on specific domains, such as sexual knowledge or sexual abuse prevention, whereas only a limited number comprehensively incorporated self-determination and rights-based perspectives. In conclusion, high-quality instruments capable of comprehensively assessing the sexual rights of I/DD remain insufficient. Future research should conduct internationally rigorous COSMIN-based studies incorporating participatory instrument development, structural validation, temporal stability analysis, and cross-cultural validity assessment.

발달장애, 성인권, 심리측정특성, COSMIN, 사정도구, Developmental Disabilities, Sexual Rights, Psychometric Properties, Assessment Instruments

배상열 Sang-yeol Bae , 김대석 Dae-seok Kim

DOI:10.34262/kadd.2026.30.3.11 Vol.30(No.3) 229-252, 2026

This study aimed to develop achievement standards that unit schools can use for the newly established “Daily Living Activities” domain in the 2022 Revised Special Education Basic Curriculum, and to verify their content validity. Through an integrative literature review, an initial draft of 84 achievement standards was formulated across five domains―Communication, Independent Living, Physical Activity, Leisure Activities, and Daily Adaptation―covering 22 content elements. A three-round modified Delphi survey was then conducted with a panel of special education experts (13 in the first round; 12 in the second and third rounds). Based on first-round feedback, the behavioral statements were revised to use observable action verbs and item volume was adjusted, yielding a final set of 86 standards, which were re-examined in the second round. Two items that did not meet the content validity criterion in the second round were re-verified in a third round. All 86 final standards met the criteria for content validity (CVR), consensus, convergence, and stability. Rather than serving as mandatory, uniform requirements, the standards developed in this study function as a validated reference tool that individual schools can draw on when constructing school-level standards or designing instruction and assessment, providing a practical foundation for implementing a life-centered curriculum for students with severe and multiple disabilities. Future research should establish field-based implementation guidelines and develop performance-level rubrics linked to these standards.

특수교육 기본 교육과정, 일상생활 활동, 중도중복장애, 성취기준, Special Education Basic Curriculum, Daily Living Activities, Severe and Multiple Disabilities, Achievement Standards

김기흥 Ki-heung Kim

DOI:10.34262/kadd.2026.30.3.12 Vol.30(No.3) 253-278, 2026

This study aimed to explore the implications for inclusive education in Korea by focusing on the major legal and statistical status of German inclusive education and the perception trends of teachers and parents. In particular, to examine the perceptions of German teachers and parents regarding inclusive education, the study sought to identify overall perception trends based on representative prior studies in the form of longitudinal studies. Based on the main research findings, the discussion points are as follows: First, among disability types, defining the concept of learning disabilities and establishing a diagnostic system appear to be urgent tasks that need to be addressed. Second, from a legal perspective, it is considered necessary to first enact a constitutional clause prohibiting discrimination against persons with disabilities, while simultaneously attempting to explicitly stipulate specific and continuous educational objectives within the School Act. Third, to realize the legal background and the essential purpose of inclusive education, a fundamental basis must be a shift from an overly competitive structure in the educational field to a social climate and perception based on mutual cooperation and respect. To this end, in-depth discussions and research on the philosophy and direction of inclusive education must precede the national education policy process.

통합교육, 교사, 부모, 독일 학교, Inclusive Education, Teachers, Parents, German Schools

염도경 Do-kyoung Yom , 최은실 Eun-sil Choi

DOI:10.34262/kadd.2026.30.3.13 Vol.30(No.3) 279-299, 2026

This study examined personality clusters among mothers of children with developmental disabilities based on the Big Five personality traits and explored differences in parenting stress and disability acceptance according to personality clusters and counseling experience. Participants were 346 mothers of children with developmental disabilities aged 3 to 18 years; 336 cases were included in the main analyses, and 335 in analyses involving counseling experience. Cluster analysis identified three personality clusters: anxiety-vulnerable, average, and stable. The anxiety-vulnerable cluster showed higher parenting stress and lower disability acceptance than the other clusters. Within this cluster, significant differences in parenting stress and disability acceptance were observed according to counseling experience. These findings suggest that the associations of counseling experience with parenting stress and disability acceptance may vary according to maternal personality characteristics. This study extends previous research focusing on individual personality traits by identifying personality profiles based on the Big Five and examining their associations with parenting stress, disability acceptance, and counseling experience.

발달장애 자녀를 둔 어머니, 성격군집, 양육스트레스, 장애수용, 심리상담 경험, Mothers of Children with Developmental Disabilities, Personality Clusters, Parenting Stress, Disability Acceptance, Counseling Experience

손가현 Ga-hyun Son , 박희경 Hee-kyung Park , 박정수 Jeong-soo Park

DOI:10.34262/kadd.2026.30.3.14 Vol.30(No.3) 301-318, 2026

This study modified the ambivalent disablism scale for use with caregivers of individuals with developmental disabilities, examined its factor structure, reliability, and validity, and tested whether ambivalent attitudes toward individuals with developmental disabilities differ by caregivers’ gender, age, educational level, and income. A total of 445 caregivers were divided into two subsamples with comparable gender and age distributions; data from 156 participants were used for exploratory factor analysis and the remaining 289 for confirmatory factor analysis. The analyses identified a 13-item, four-factor structure consisting of hostile-exclusionary segregation, hostile-authoritarian dominance, benevolent-protective segregation, and benevolent-paternalistic dominance, with generally acceptable model fit and discriminant validity. However, reliability (ω) was low for several factors, and convergent validity was not sufficiently established. Regarding demographic differences, hostile-exclusionary segregation differed significantly by gender and benevolent-paternalistic dominance by age. This study contributed by indicating that caregivers’ ambivalent attitudes are organized along intersecting dimensions of hostility and benevolence and of segregation and dominance. preliminary evidence for a 13-item, four-factor structure of caregivers’ attitudes toward individuals with developmental disabilities, characterized by hostility and benevolence as well as segregation and dominance. Given the limitations in the measurement stability and construct validity, however, it should be interpreted as a preliminary instrument requiring further validation. Further research should develop items that more directly reflect distinctive experiences of caregivers and establish additional validation using external criteria to reexamine the stability and applicability of the scale.

발달장애, 보호자, 양가적 태도, 적대적 태도, 호의적 태도, Developmental Disabilities, Caregivers, Ambivalent Attitudes, Hostile Attitudes, Benevolent Attitudes

복헌수 Hun-soo Bok

DOI:10.34262/kadd.2026.30.3.15 Vol.30(No.3) 319-347, 2026

This study examined the mediating effect of caregiving burden and the moderating effect of perceived adequacy of support in the relationship between basic activities of daily living (BADL) and challenging behavior(CB) of individuals with developmental disabilities and the life satisfaction of their primary caregivers. Data were drawn from five consecutive waves (2020-2024) of the Survey on the Work and Life of People with Developmental Disabilities conducted by the Korea Employment Agency for Persons with Disabilities, yielding a pooled sample of 9,382 parent caregivers. Structural equation modeling, bootstrapping, and multiple-group analysis were conducted. The results indicated that BADL had a positive effect and challenging behavior a negative effect on caregivers’ life satisfaction, and that caregiving burden partially mediated both pathways. For challenging behavior in particular, the indirect effect exceeded the direct effect, with more than half of the total effect transmitted through caregiving burden. Multiple-group analysis revealed a significant group difference in the path from caregiving burden to life satisfaction, with a weaker association among caregivers who perceived support as adequate. A group difference also emerged in the direct path from challenging behavior to life satisfaction, which was nonsignificant in the low-support group but significantly negative in the high-support group. In contrast, the conditional indirect effects were comparable across groups, and bootstrap tests of the between-group differences in these indirect effects were not statistically significant; the total effect of challenging behavior on life satisfaction was larger in the high-support group. These findings indicate that the negative association between caregiving burden and life satisfaction was weaker among caregivers who perceived support as adequate, whereas no such difference emerged in the overall effect of challenging behavior on life satisfaction. Because perceived adequacy of support is a subjective appraisal, the groups were not randomly formed, and the data are repeated cross-sectional, these patterns should be understood as differences in association by level of perceived support rather than as effects of the support system itself.

발달장애인, 도전행동, 돌봄 부담, 지원 충분성, 삶의 만족도, Developmental Disabilities, Challenging Behavior, Caregiving Burden, Perceived Adequacy of Support, Life Satisfaction

정성희 Sung-hee Jung

DOI:10.34262/kadd.2026.30.3.16 Vol.30(No.3) 349-374, 2026

This study examined disaster and emergency coping ability among adults with developmental disabilities in terms of predictors, latent subgroups, and changes over time. Data were d rawn f rom the 20 25 National Survey on the Work and Life of Persons with Developmental Disabilities (N=2,993) and pooled data from 2023-2025 (N=8,990), with survey design weights applied to all analyses. The trend analysis was based on repeated cross-sectional samples rather than longitudinal observations of the same individuals. Weighted multiple regression showed that cognitive ability, independence in daily living, expressive communication, and receptive communication were significant positive predictors of disaster coping ability (R²=.642). However, the unique contribution of each functional domain was limited, and a composite measure of the four functional indicators produced a comparable level of explanatory power (R²=.635), indicating that coping ability was more closely associated with overall functional level than with any single functional domain. Latent class analysis identified four subgroups, with the “profound, high-risk” group (25.7%) showing the lowest level of disaster coping ability. A distinct “moderate-functioning, behavioral-challenge” group was also identified, suggesting that behavioral risk profiles may not be fully captured by functional level alone. Registry-based disability information showed limited accuracy as a stand-alone tool for identifying high-risk individuals and was therefore considered more appropriate for first-stage screening. Disaster coping ability improved significantly from 2 0 23 to 20 25 a fter adjustment for covariates (linear trend β=.067, p<.0 0 1), while no e vidence was found that the t rend d iffered by disability s everity or type. These findings suggest that disaster-safety support for adults with developmental disabilities should consider both overall functional level and behavioral profiles. Accordingly, this study proposes differentiated disaster-safety education, a staged screening approach using registry information, and monitoring systems that assess both overall improvement and equity across subgroups.

발달장애인, 재난안전, 위급상황 대처능력, 잠재계층분석, 유형화, Adults with Developmental Disabilities, Disaster Safety, Emergency Coping Ability, Latent Class Analysis, Subgroup Typology

심혜경 Hye-kyung Shim , 임지향 Ji-hyang Lim , 방효진 Hyo-jin Bang

DOI:10.34262/kadd.2026.30.3.17 Vol.30(No.3) 375-390, 2026

This single-case study examined changes in attention and fine motor function in an eight-year-old boy with autism spectrum disorder. From July to November 2023, 21 sessions, including parent counseling and pre- and post-tests, were conducted; 15 were weekly 50-minute developmental art therapy sessions. The K-CBCL 6-18, KSD, KISE Developmental Scale, and KHTP were used. The K-CBCL Attention Problems score decreased but remained within the clinical range at both assessments, while the KSD showed partial changes. KISE fine motor precision and perceptual-motor scores increased slightly, whereas writing ability decreased, and the KHTP showed no clear improvement. Although easily distracted, the child returned to tasks and performed some activities and tool manipulation with therapist guidance and waiting time. These findings suggest that developmental art therapy may partially support task participation and opportunities for fine motor use.

발달적 미술치료, 자폐스펙트럼장애 아동, 주의집중, 소근육 기능, developmental art therapy, child with autism spectrum disorder, attention, fine motor function

심혜경 Hye-kyung Shim , 임지향 Ji-hyang Lim , 방효진 Hyo-jin Bang

DOI:10.34262/kadd.2026.30.3.18 Vol.30(No.3) 391-407, 2026

This s ingle-case study examined changes in the attention and self-efficacy of a 10-year-old girl with intellectual disability during developmental art therapy. A total of 28 sessions were conducted from July to November 2023. Sessions 1-3 and 26-28 consisted of parent consultations and pre- and postassessments, while sessions 4-25 comprised 22 developmental art therapy sessions. Data from the K-CBCL 6-18 Attention Problems subscale, KSD, a self-efficacy scale, PPAT, session records, and artworks were analyzed. The K-CBCL T-score remained at 79, while the self-efficacy score increased slightly from 34 to 37. KSD, PPAT, and process observations showed partial changes in task engagement, persistence, spontaneous choice, and attempts. These findings suggest limited changes during the therapeutic process, although changes on the standardized measures were minimal.

발달적 미술치료, 지적장애 아동, 주의집중, 자기효능감, developmental art therapy, child with intellectual disability, attention, self-efficacy

김하늘 Ha-neul Kim , 최민식 Min-sik Choi

DOI:10.34262/kadd.2026.30.3.19 Vol.30(No.3) 409-434, 2026

The purpose of this study was to examine the effects of community-based instruction using generative AI-based video modeling materials on fast-food restaurant kiosk-use performance of students with intellectual disabilities, as well as the maintenance and generalization of the intervention effects. The core intervention was community-based instruction using video modeling, while generative AI was used as a method for producing video modeling materials that reflected the participants’ actual performance environment and task-analysis results. The participants were three students with intellectual disabilities attending a general middle school, and a multiple-probe design across participants was employed. The independent variable was community-based instruction using generative AI-based video modeling materials, and the dependent variable was the percentage of correct performance in using fast-food restaurant kiosks. The results showed that the mean performance percentages of Participants A, B, and C were 5.0%, 3.3%, and 0.0%, respectively, during the baseline phase and increased to 71.3%, 65.0%, and 65.4%, respectively, during the intervention phase. In addition, all intervention data points for the three participants exceeded the highest baseline performance level, resulting in a PND of 100% and a Tau-U of 1.00. During the maintenance phase, Participants A, B, and C showed mean performance percentages of 95.0%, 96.7%, and 98.3%, respectively, indicating that high levels of performance were maintained two weeks after the intervention. During the generalization phase, the corresponding mean performance percentages were 93.3%, 98.3%, and 98.3%, respectively, indicating high levels of performance at a different location of the same restaurant brand where the intervention had not been conducted. These findings suggest that community-based instruction using generative AI-based video modeling materials had positive effects on improving fast-food restaurant kiosk-use performance among students with intellectual disabilities, and that the improved performance was maintained for two weeks after the intervention and generalized across locations within the same restaurant brand.

생성형 AI, 비디오 모델링, 키오스크 활용 교육, 지역사회중심교수, 지적장애 학생, Generative AI, Video Modeling, Kiosk-Use Instruction, Community-Based Instruction, Students with Intellectual Disabilities

양영근 Young-geun Yang , 표윤희 Yun-hui Pyo

DOI:10.34262/kadd.2026.30.3.20 Vol.30(No.3) 435-457, 2026

This study examined the effects of a video self-modeling intervention on the performance, generalization, and maintenance of daily living skills in a young child with autism spectrum disorder. The participant was a five-year-old girl, and the target skills were organizing a school bag, toothbrushing, and taking off and hanging up a coat. A multiple-baseline-across-behaviors design was used. The intervention was implemented in a special education classroom, generalization was assessed in an inclusive classroom and at home, and maintenance was assessed two weeks after the intervention ended. The dependent variable was performance of the three daily living skills, measured by the percentage of task-analyzed steps performed independently and performance fluency. Data were analyzed using visual analysis and the percentage of nonoverlapping data (PND). Following the introduction of the intervention, independent performance increased and fluency improved across all three skills. These improvements generalized to the untrained inclusive classroom and home settings. The improved performance across all three skills was also maintained two weeks after the intervention ended. These findings suggest that video self-modeling may be effective in improving the daily living skill performance of a young child with autism spectrum disorder and supporting generalization and maintenance.

비디오 자기 모델링, 자폐범주성장애 유아, 일상생활 기술, 기술 수행, Video Self-Modeling, Young Children With Autism Spectrum Disorder, Daily Living Skills, Skill Performance

김경민 Kyoung-min Kim

DOI:10.34262/kadd.2026.30.3.21 Vol.30(No.3) 459-487, 2026

This study aims to compare and analyze the factors necessary for the successful implementation of inclusive education by early childhood special educators and early childhood teachers working in kindergartens located in the metropolitan area that operate special classrooms. The participants were purposively sampled, including five early childhood special educators and four early childhood teachers with experience in inclusive education. Data collection involved more than two interviews using semi-structured questionnaires, supplemented by additional one-on-one or remote interviews. The collected data were analyzed through thematic analysis, which revealed three core themes: the concept and necessity of inclusive education, challenges in its implementation, and the conditions for effective inclusive practice, under which 14 sub-themes were identified. Based on these findings, this research offers valuable insights into the support measures that need to be established within the current educational system and presents foundational content for teacher training programs aimed at preparing prospective educators for inclusive education. This study hopes to serve as a meaningful resource for fostering meaningful reforms in early childhood inclusive education.

통합교육, 유아특수교사, 유아교사, 질적분석, Inclusive Education, Early Childhood Special Educator, Early Childhood Teacher, Qualitative Analysis

유윤형 Yoon-hyung Yoo

DOI:10.34262/kadd.2026.30.3.22 Vol.30(No.3) 489-512, 2026

This study aimed to investigate the effects of art therapy on improving attention in a child with a language disorder. The participant was a 9-year and 5-month-old boy with a mild language disorder. The program was conducted from S eptember 1 t o November 1 9, 2 0 25, twice w eekly, w ith each s ession lasting 60 minutes, for a total of 22 sessions. The research findings are as follows: First, to evaluate the child’s attention, pre- and post-tests of the CAARS-K were conducted across three sub-factors: emotional problems, hyperactivity and impulsivity and executive functioning problems. The total scores showed a meaningful decreases. Additionally, a comparative analysis of pre- and post-Draw-a-Person (DAP) tests revealed that overall detailed expressions were added―including the head, eyes, mouth, arms, hands, feet, and clothing―demonstrating an improvement in attention. Second, qualitative analysis of the session-by-session observation records revealed positive changes in attention across the initial phase, which focused on rapport building and adaptation to the therapeutic environment; middle phase I, which focused on the development and improvement of selective attention; middle phase II, which focused on strengthening sustained attention and task performance; and the final phase, which focused on enhancing a sense of accomplishment and maintaining attention. These results suggest that art therapy has a positive effect on improving attention in children with language disorders. The study is also significant in providing foundational data in the form of a clinical case.

언어장애 아동, 주의집중, 미술치료, Children with language disorders, Attention, Art Therapy

이성용 Seong-yong Yi

DOI:10.34262/kadd.2026.30.3.23 Vol.30(No.3) 513-530, 2026

The purpose of this study was to examine the research trends related to this and provide basic data for future research by analyzing experimental studies that examining interventions design to disability acceptance attitudes among young children. To this end, experimental studies related to the disability acceptance attitudes among young children in South Korea were systematically collected from 2007 to 2025. A total of 26 studies were selected and analyzed according to analysis variables(research subjects, experimental environment, experimental design, dependent variables, independent variables, research results, effect size, and qualitative indicators). The main analysis results were as follows. First, the subjects of the study were 5 years old, and most of the experiments were conducted in kindergartens. For the experimental design, the pretest-posttest control-group design was most frequently used. Second, about 70% of the dependent variables set not only disability acceptance attitude, but also additional dependent variables such as disability awareness and social interaction. Third, most of the independent variables constructed and applied an educational program using various activities. Fourth, the research results were found to be effective, and most of them showed a large effect size. Fifth, aside from not presenting the effect size among the qualitative indicators and not presenting intervention fidelity, all other criteria were met, indicating that this was an excellent study. This study was significant in that it provided useful basic data for promoting disability acceptance attitudes and planning disability understanding education programs for young children in the future.

유아, 장애수용태도, 실험연구, 분석, 문헌연구, Young Children, Disability Acceptance Attitudes, Experimental Studies, Analysis, Review

박현옥 Hyeon-ok Park

DOI:10.34262/kadd.2026.30.3.24 Vol.30(No.3) 531-544, 2026

This study was conducted to examine the influence of kindergarten teachers’ social distance toward people with disabilities on their perception of inclusive education, thereby providing foundational data for strengthening the quality of inclusive education in kindergartens. For this purpose, a survey was conducted with 118 kindergarten teachers working in kindergartens located in JeonnamGwangju Integrated Special City, utilizing the Social Distance Questionnaire Toward People with Disabilities and the Perception Questionnaire of Inclusive Education. The collected data were analyzed for statistical trends using descriptive statistics, Pearson’s product-moment correlation analysis, and step-wise multiple regression analysis. The main results of this study are as follows: First, analyzing the overall level of kindergarten teachers’ social distance toward people with disabilities and their perception of inclusive education revealed that they generally demonstrated a high level of acceptance toward individuals with disabilities and held a positive view toward inclusive education. Second, analyzing the relationship between the sub-factors of social distance toward people with disabilities and the perception of inclusive education showed an overall significant positive correlation, with the national system factor exhibiting the highest correlation with the overall perception of inclusive education. Third, verifying the predictability of inclusive education perception based on kindergarten teachers’ social distance toward people with disabilities indicated that the national system and social relationship factors were finally selected as the key variables significantly predicting the perception of inclusive education, with the national system factor demonstrating the strongest predictive power. These results suggest that to improve kindergarten teachers’ perception of inclusive education, it is more urgent to establish national-level institutional support measures, such as legal guarantees and financial and administrative assistance, that kindergarten teachers can practically experience in the field of kindergarten inclusive education.

유치원교사, 사회적 거리감, 통합교육에 대한 인식, Kindergarten Teacher, Social Distance, Perception of Inclusive Education

차수지 Soo-ji Cha , 박지연 Jiyeon Park

DOI:10.34262/kadd.2026.30.3.25 Vol.30(No.3) 545-564, 2026

The purpose of this study is to explore the parenting experiences and support needs of fathers of children with autism spectrum disorder regarding their non-disabled children. The participants were eight fathers raising both a child with autism spectrum disorder and non-disabled children, who were selected through purposive sampling. Semi-structured individual interviews were conducted with the participants, and the data were analyzed using Braun and Clarke’s (2006) reflexive thematic analysis. Two overarching themes were identified: “Changes and Adjustments in Parenting Non-Disabled Children” and “Support and Support Needs for Parenting Non-Disabled Children.” First, the participants perceived changes and emotional burdens experienced by their non-disabled children while growing up with a sibling with a disability. They also described their efforts to balance parenting within daily family life centered on the child with a disability and expressed concerns about their non-disabled children’s development, peer relationships, and future relationships with their disabled siblings. Second, the participants emphasized the need for systematic provision of information for non-disabled children, sibling- and family-centered programs, support for parents and families, disability awareness education, and improvements in social perceptions of disability. This study is significant in that it provides a detailed understanding of fathers’ perceptions of parenting experiences and support needs regarding their non-disabled children while raising both a child with autism spectrum disorder and non-disabled children, and offers foundational information for family-centered support that includes non-disabled children.

자폐성장애 아동 아버지, 비장애 형제자매, 비장애 자녀 양육, 장애 아동 가족, 질적연구, Fathers of Children with Autism Spectrum Disorder, Non-Disabled Siblings, Parenting Non-Disabled Children, Families of Children with Disabilities, Qualitative Research

진흥신 Heung-shin Jin

DOI:10.34262/kadd.2026.30.3.26 Vol.30(No.3) 565-588, 2026

The purpose of this study was to analyze the general characteristics of play intervention studies employing single-subject research designs published in Korean academic journals for individuals with Autism Spectrum Disorder (ASD) and to examine the effect sizes of the research variables. A total of 22 studies were selected, and effect sizes were calculated using the median Percentage of Non-overlapping Data (PND). The findings indicated very high effect sizes among participants aged from early elementary school to 15 years, among both male and female participants, and among individuals classified as having mild-to-severe ASD based on the Childhood Autism Rating Scale (CARS). Regarding dependent variables, play interventions demonstrated very high effectiveness in increasing positive social interaction and communication, reducing problem behaviors, and improving adaptive behaviors. In terms of moderator variables, very high effect sizes were observed when interventions were implemented over 10- 30 sessions, with each session lasting 10-50 minutes and conducted 1-3 times per week. Among research designs, the ABA design, multiple baseline across participants design, and multiple probe design across participants showed high effect sizes. Overall, the findings suggest that play intervention was highly effective in promoting positive social interaction and communication, reducing problem behaviors, and increasing adaptive behaviors in individuals with Autism Spectrum Disorder, regardless of age or severity of disability. Based on these findings, to maximize the effectiveness of play interventions, a Functional Behavior Assessment (FBA) should be conducted prior to the implementation of play intervention. Based on the results of the Functional Behavior Assessment (FBA), intervention programs incorporating play instruction as a functionally equivalent alternative behavior should be planned and implemented.

자폐스펙트럼장애, 놀이 중재, 단일대상연구, 효과크기, Autism Spectrum Disorder, play intervention, single-subject experimental design, effect size

김희은 Heeeun Kim , 김정숙 Juongsook Kim , 서민경 Minkyung Suh

DOI:10.34262/kadd.2026.30.3.27 Vol.30(No.3) 589-617, 2026

Purpose: This study examined research trends and methodological quality in joint attention interventions for children with autism spectrum disorder (ASD) to identify directions for future research. Methods: Twenty-six studies published between January 2016 and March 2026 met the inclusion criteria: four from South Korea and 22 from other countries. Studies were analyzed for publication year, participant characteristics, research design, intervention settings and providers, intervention approaches and strategies, measurement methods, fidelity, maintenance, and generalization. Methodological quality was assessed using adapted Council for Exceptional Children (CEC) quality indicators. Results: Single-case studies predominated (n = 18, 69.2%); within this group, studies involving children aged 3-6 years were most common. Interventions were delivered directly by researchers or through mediators, including parents, peers, and teachers. Fifteen studies (57.7%) were conducted in everyday settings such as homes, preschools, and schools. Of the 26 studies, 19 (73.1%) reported mediator training fidelity, implementation fidelity, or both. Among the 14 mediator-delivered intervention studies, four (28.6%) reported both. Maintenance and generalization were assessed in 16 (61.5%) and 14 studies (53.8%), respectively; four reported all three types of generalization―across people, settings, and stimuli. CEC indicator fulfillment rates were relatively high in the independent variable and data analysis domains but relatively low for indicators related to interventionist training and intervention fidelity. Conclusion: Joint attention interventions varied in their settings, providers, and use of technology. Future research should systematically assess and report mediator training fidelity and implementation fidelity and strengthen the evaluation of maintenance and generalization.

자폐스펙트럼장애, 공동관심, 체계적 문헌 분석, 질적 지표 분석, Autism Spectrum Disorder, Joint Attention, Systematic Literature Review, Quality Indicators

박민재 Min-jae Park , 이나래 Na-rae Lee , 마수민 Su-min Ma , 이정은 Chung-eun Lee

DOI:10.34262/kadd.2026.30.3.28 Vol.30(No.3) 619-641, 2026

This study aimed to examine international research trends on the mental health of adolescents with autism spectrum disorders to contribute to future mental health research and intervention program development in South Korea. A total of 25 studies were included that were published in the recent decade between 2016 and 2025 examining mental health of adolescents with autism spectrum disorders, and these studies were analyzed focusing on the overall research trends and research topics. The findings showed that the number of studies has increased since 2020, predominantly with quantitative research designs and parent-report measures. The research topics were categorized into six major themes: the expression of anxiety and depressive symptoms, environmental and social contextual factors related to mental health, epidemiology and predictors of co-occurring mental health problems, methodological issues in mental health measurement and assessment, subjective experiences, and neurobiological mechanisms of mental health. This study provides implications for future research directions in South Korea to promote the mental health of children and adolescents with autism spectrum disorders.

자폐 스펙트럼 장애, 청소년, 정신건강, 불안, 우울, Autism Spectrum Disorder, Adolescents, Mental Health, Anxiety, Depression

마수민 Su-min Ma , 이정은 Chung-eun Lee

DOI:10.34262/kadd.2026.30.3.29 Vol.30(No.3) 643-662, 2026

This study aimed to examine the psychological experiences, roles, and family relationship dynamics of non-disabled siblings as represented in children’s picture books featuring them as the main characters. A content analysis was conducted on 11 Korean and translated picture books published between 2003 and 2026. Guided by the Double ABCX Model and visual grammar as overarching analytical frameworks, the study analyzed publication trends, the psychological experiences and roles of non-disabled siblings, family relationship dynamics, and patterns of visual representation. The findings revealed clear correspondences among sibling role types, strategies for coping with negative emotions, and the associations between parental roles and the directionality of family relationships. By systematically examining how picture books portray the experiences of non-disabled siblings, this study provides practical implications for the use of children’s literature as a cultural resource to support non-disabled siblings within families of individuals with disabilities.

비장애형제자매, 그림책, 내용분석, 관계 역동, 가족 스트레스 이론, Non-Disabled Siblings, Picture Books, Content Analysis, Relational Dynamics, Family Stress Theory

박상희 Sang-hee Park , 우정한 Jeong-han Woo , 김춘희 Choon-hee Kim , 채현탁 Hyun-tak Chae , 김영걸 Young-gull Kim , 강영모 Young-mo Kang

DOI:10.34262/kadd.2026.30.3.30 Vol.30(No.3) 663-685, 2026

The purpose of this study was to explore the educational content and learning support of online lifelong education for people with disabilities based on adult learners’ perceptions and needs. An online survey was conducted with 110 adult learners recruited primarily from Region D. The survey, developed from previous studies, addressed perceptions of lifelong education and online lifelong education, needs across educational domains, e-learning experiences, and learning support needs, and was finalized through two rounds of expert review. The data were analyzed using descriptive statistics, the Mann-Whitney U test, the Kruskal-Wallis H test, and chi-square tests. The results showed a high perceived need for lifelong education and online lifelong education, whereas actual participation in lifelong education was relatively limited. Vocational competency education was most strongly desired, followed by information and communication technology education and humanities and social education, with notable needs for career preparation, general workplace competencies, digital competency development, and content related to social welfare, counseling, and rehabilitation. E-learning was viewed positively for its flexibility in time and place and opportunities for repeated learning, whereas difficulties with self-directed learning and limited interaction emerged as key challenges. Some differences in perceptions and needs were also found according to employment status, age, and educational attainment. These findings suggest that online lifelong education for people with disabilities should integrate educational content supporting vocational competencies, digital engagement, and social participation in adulthood with accessible learning support and meaningful interaction.

장애인평생교육, 원격평생교육, 평생학습, 성인학습자, 사이버대학, Lifelong Education for People with Disabilities, Online Lifelong Education, Lifelong Learning, Adult Learners, Cyber University

안솔 Sol Ahn , 김우리 Woori Kim

DOI:10.34262/kadd.2026.30.3.31 Vol.30(No.3) 387-419, 2026

This study aimed to examine research trends in community-based education (CBE) for students with disabilities, analyze intervention characteristics and effects across target skill domains, and assess the methodological quality of the included studies. A total of 31 studies were selected based on the eligibility criteria. Research trends were examined in terms of publication year, research design, participants, and target skills. CBE target skills were categorized into daily living skills, self-determination and interpersonal skills, and employment skills. Intervention type and setting, intervention strategies, instructional materials and technologies, and effect sizes were analyzed across these target skill domains. The methodological quality of the included studies was evaluated according to the WWC 5.0 standards. The results were as follows. First, CBE research predominantly employed single-case designs, focused on students with intellectual disabilities and those in middle and high school, and primarily targeted daily living skills. Second, most studies combined community-simulated instruction with community-based instruction and employed multiple intervention strategies, including video modeling, response prompting, and visual cues. However, changes in the social environment have expanded target skills to include those required in technology-mediated and self-service settings, resulting in greater diversity in intervention strategies and instructional materials and technologies. Overall, effect sizes were large across target skill domains. Third, according to the WWC 5.0 criteria, only one of the six group comparison studies met standards, while one met standards with reservations. Of the 25 single-case studies, only five met standards with reservations. Based on these findings, this study discusses the target skills and interventions required in CBE research, presents implications for research and practice, and provides recommendations for improving the methodological quality of future studies.

장애학생, 지역사회중심교수, 문헌분석, WWC 5, 0, Students with Disabilities, Community-Based Education, Literature Review

이경호 Kyung-ho Lee

DOI:10.34262/kadd.2026.30.3.32 Vol.30(No.3) 721-737, 2026

This study aims to provide foundational data to improve the reading fluency of elementary school children with reading difficulties by analyzing the relationship between reading fluency and related measurement factors. The study analyzed 78 students from grades 1 through 6 who were referred for reading difficulties from five educational support offices in G region. The results are as follows: First, to verify differences in reading fluency according to grade-level groups (lower grades vs. upper grades), an independent samples t-test was conducted, revealing that upper-grade students had higher fluency scores than lower-grade students. Second, to examine the correlation between reading fluency and measurement factors, a correlation analysis was performed, showing that selective attention, sustained attention, working memory, and processing speed had significant positive correlations with reading fluency. Third, to identify the relative influence of these measurement factors on reading fluency, a hierarchical multiple regression analysis was conducted, indicating that selective attention had the greatest impact, followed by processing speed, grade level, and working memory, in that order.

읽기유창성, 선택적주의력, 처리속도, Reading fluency, Selective attention, Processing speed

오은혜 Eun Hye O , 강은희 Eun Hee Kang

DOI:10.34262/kadd.2026.30.3.33 Vol.30(No.3) 739-761, 2026

Children with Autism Spectrum Disorder (ASD) experience difficulties in reading comprehension due to impairments in social communication and information processing, which negatively affect their academic performance and school adjustment. This study analyzed 19 experimental studies on reading interventions conducted over the past decade for school-aged children with ASD to examine trends in participant characteristics, intervention goals, and intervention methods. The results indicated that the majority of participants were middle elementary school students (Grades 3-4), and most studies included heterogeneous samples representing a wide range of functioning levels. Regarding intervention goals, reading comprehension was the most frequently targeted outcome, with interventions primarily focusing on improving story comprehension, expository text comprehension, identification of main ideas, and inferential comprehension. In terms of intervention methods, reading strategy instruction using graphic organizers and story maps, as well as systematic instructional procedures such as modeling and repeated reading, continued to be widely implemented. More recently, there has been an increasing trend toward the use of technology-based interventions, including tablet-based applications, Augmentative and Alternative Communication (AAC), and Augmented Reality (AR). These findings suggest that reading interventions for school-aged children with ASD are evolving toward the integration of strategic reading instruction and technology-based approaches, with a primary emphasis on improving reading comprehension.

자폐범주성장애, ASD, 읽기중재, 읽기이해, 학령기 아동, 연구동향, Autism Spectrum Disorder, ASD, Reading Intervention, Reading Comprehension, School-Aged Children, Research Trends

엄선민 Sun-min Um , 강은영 Eun-young Kang

DOI:10.34262/kadd.2026.30.3.34 Vol.30(No.3) 763-780, 2026

The purpose The purpose of this study was to explore grade-level differences in writing performance, relationships among writing fluency indicators, and task-related score differences using curriculum-based measurement of writing fluency (CBM-WF). Participants were 135 students from Grades 1 through 6 attending an elementary school in Gyeonggi-do. Two CBM-WF tasks with different sentence starters (Types A and B) were administered. Writing fluency was measured using three indicators: total number of words (TWW), correctly written words (CWW), and correct word sequences (CWS). Differences between task types for the same students and grade-level performance patterns were analyzed. The results showed significant grade-level differences in all three indicators, with older students generally demonstrating higher performance than younger students. However, consistent increases were not observed between every pair of adjacent grades. Some mean differences were found in CWW and CWS between task types, but all effect sizes were smaller than .20. Although the grade-level effect size for CWS was slightly larger than those for the other indicators, the differences among the three effect sizes were small. The grade-level means and standard deviations presented in this study were derived from a single-school sample and should therefore be treated only as provisional reference values, not as national norms or diagnostic cut scores. These findings suggest that CBM-WF may have potential as a brief and repeatable method for monitoring elementary students’ writing fluency. Nevertheless, the findings should be interpreted as exploratory preliminary evidence intended to inform subsequent validation studies, rather than as evidence establishing the validity or diagnostic utility of the Korean CBM-WF.

쓰기 유창성, 쓰기 발달, 교육과정중심측정, CBM-W, writing fluency, writing development, curriculum-based measurement

조성하 Sung-ha Cho

DOI:10.34262/kadd.2026.30.3.35 Vol.30(No.3) 781-817, 2026

The purpose of this study was to analyze the instructional practices of beginning special education teachers and patterns of teacher-student interaction in elementary mathematics classes at special schools. The participants were three beginning special education teachers with two months of teaching experience at special schools, and six video-recorded mathematics lessons and corresponding lesson plans were collected. The data were coded and analyzed using an analytical framework for instructional practice and teacher-student interaction developed based on previous studies and preliminary coding. The results were as follows. First, learning objectives were explicitly presented in all lessons, and mathematical content was implemented through activities that either directly addressed the intended learning objectives or supported students in achieving them. Individualization was primarily characterized by maintaining common tasks while adjusting instructional supports according to individual students, and instructional adjustments following the assessment of student performance were the most frequently observed pattern. Second, most teacher questions were directed at individual students, were at the application or recall/reproduction levels, and were convergent in nature. Students responded primarily through nonverbal performance rather than verbal explanations. Third, in the interaction structures based on the I-R-F structure, the teacher model-first type, in which the teacher provided an answer or performance model before the student’s independent response, occurred most frequently. Although individualized support was evident, opportunities for independent responses and mathematical thinking were limited. These findings are restricted to six lessons taught by three beginning special education teachers.

초임 특수교사, 특수학교, 수학 수업, 수업 실행, 교사-학생 상호작용, Beginning Special Education Teachers, Special Schools, Mathematics Instruction, Instructional Practice, Teacher-Student Interaction

박윤정 Youn-jung Park , 신선경 Seon-kyung Shin , 지은숙 Eun-sook Ji , 서효정 Hyo-jeong Seo

DOI:10.34262/kadd.2026.30.3.36 Vol.30(No.3) 819-836, 2026

This study aimed to analyze the perceptions of general and special education personnel regarding the operation of special education teachers who support the educational activities of students with disabilities in inclusive classrooms (hereafter referred to as “collaborating teachers for inclusive classroom educational activities”). A total of 3,328 general education teachers, special education teachers, educational supervisors, and school administrators participated in the study. Their perceptions were analyzed in relation to the operation of collaborating teachers, special education teachers’ perceptions of the collaborating teachers’ roles, and general education teachers’ perceptions of collaborative inclusive classroom practices. The results were as follows. First, participants indicated a need to change the existing modes of collaboration between general and special education teachers. They also identified the need to operate the collaborating teacher system through designated focus schools, hold regular consultation meetings among teachers, and establish linkages with inclusive education support teams. Second, comparisons of special education teachers’ perceptions of the job performance of collaborating teachers across school levels showed that kindergarten special education teachers held the most positive perceptions, followed by middle school, high school, and elementary school special education teachers. Similarly, comparisons of general education teachers’ perceptions of collaborative inclusive classroom practices across school levels showed that kindergarten teachers held the most positive perceptions. Based on these findings, implications and recommendations for the implementation and institutionalization of the collaborating teacher system were presented.

통합학급 교육활동 협력교원, 일반교육교원, 특수교육교원, 통합교육, Collaborating Teachers for Inclusive Classroom Educational Activities, General Education Teachers, Special Education Teachers, Inclusive Education

심상은 Sang-eun Sim , 권희주 Hee-ju Kwon , 김서영 Seo-young Kim , 정은지 Eun-ji Jeong , 서석진 Seok-jin Seo

DOI:10.34262/kadd.2026.30.3.37 Vol.30(No.3) 837-855, 2026

This study examined the current status of after-school education programs and parents’ satisfaction with and perceptions of these programs among 211 parents of students with special educational needs. Data were collected through a questionnaire survey and analyzed using frequency analysis and descriptive statistics. The findings were as follows. First, programs in the area of emotional and social development were the most frequently attended by students with special educational needs, and programs were most commonly provided in small groups of fewer than five students. The distance from home to the educational institution was the most important criterion for program selection, while participation in meaningful leisure activities was the most frequently reported purpose of participation. Parents most commonly obtained information about the programs from schools and teachers, and therapeutic and educational institutions were the most frequently reported service providers. Second, parents reported high levels of satisfaction with program personnel, program management and processes, program effectiveness, and service providers. Regarding the program application process, insufficient information about application periods and procedures was perceived as the greatest difficulty. Parents generally had positive perceptions of the transition to card-based payment. Regarding improvements in program operation, parents indicated a need for expanded differentiated support based on disability type and age, increased program hours and frequency, and strengthened recruitment and management of qualified professionals.

특수교육대상자, 방과 후 교육 프로그램, 학부모 만족도 및 인식, Students with special education needs, After-school education programs, Parents’ satisfaction and perceptions

윤상후 Sang-hoo Yoon , 김지윤 Ji-yun Kim , 박영근 Yung-keun Park

DOI:10.34262/kadd.2026.30.3.38 Vol.30(No.3) 857-871, 2026

This study comprehensively examined research trends in the field of developmental disabilities by analyzing the Korean abstracts of articles published in the Korean Journal of Developmental Disabilities from 2010 to 2025. BERTopic, an embedding-based topic modeling technique built on pretrained language models, was combined with semantic network analysis based on the phi correlation coefficient. The analysis followed a standard pipeline―embedding, dimensionality reduction, clustering, and c-TF-IDF― implemented using Python’s bertopic package, and adopted a mixed-methods approach that integrated hierarchical topic merging with topic-specific semantic networks. The results were as follows. First, the number of published articles increased sharply following the journal’s promotion to a nationally accredited (deungjae) journal in 2020, indicating substantial quantitative growth. Second, keywords such as developmental disabilities, disability, education, children, teachers, students, behavior, intervention, and support emerged as core terms, confirming the journal’s disciplinary identity. Third, the 11 initial topics identified by BERTopic were hierarchically merged into five core topics: (1) inclusive education and school settings (40.18%), (2) child development and parenting (38.34%), (3) welfare and independent living support (5.37%), (4) adult employment and vocational issues (3.07%), and (5) digital education and technology (1.84%). Fourth, the topic-specific semantic networks revealed sub-clusters such as school, family, intervention, welfare, and digital technology, uncovering the multilayered internal structure of each topic. This study contributes to the field by empirically demonstrating, from a special education perspective, that developmental disability research has expanded beyond its traditional focus on the school-age period to encompass the entire lifespan as well as digital convergence.

발달장애, 특수교육, BERTopic, 의미망 분석, phi상관계수, 학술지 동향, Developmental Disabilities, Special Education, Semantic Network Analysis, Phi Correlation Coefficient, Journal Trend Analysis

김원호 Won-ho Kim , 한나래 Na-rae Han , 최화정 Wha-jeong Choi

DOI:10.34262/kadd.2026.30.3.39 Vol.30(No.3) 873-902, 2026

This study is an initial exploratory study for the development of a Korean individualized support planning tool. It analyzed how coordinators in lifelong education for people with disabilities interpreted information about the lives of people with developmental disabilities and organized it into support plans while collaboratively completing the worksheet of the individualized support planning tool, Puzzle Life. The participants were 18 practitioners working in the field of lifelong education for people with disabilities, and they were organized into small groups of three to four members. All groups were provided with information about the same hypothetical case, and the entire collaborative worksheet-completion process was audio-recorded and transcribed for analysis. The analysis yielded five themes, 17 higher-order categories, and 40 subcategories. First, under the theme of “Criteria for Applying PCP in Practice,” judgments and adjustments were made in setting priorities among needs and distinguishing between education and support while translating the values of person-centered planning into actual plans. Second, under the theme of “Integrated Life Goals,” multiple areas of life, including health and daily condition, preferred activities, independent living, lifelong learning, and employment, were addressed as interconnected rather than separate goals. Third, under the theme of “Preparing for Adulthood with the Family,” the individual’s relationships and independent living were discussed together with transitions in family caregiving and preparation for later life. Fourth, under the theme of “Systems Linking Individualized Plans to Implementation,” plan implementation was related to the fit between the individual’s needs and the characteristics of service organizations, coordination across services, and administrative procedures. Fifth, under the theme of “Supports for Sustaining Planning,” assessment through relationships and observation, the facilitator’s professional coordinating role, relationships with support personnel, and a cyclical structure of documentation, monitoring, and revision emerged as factors supporting the continuity of planning. These findings indicate that individualized support planning requires not only the identification of information about an individual’s life but also a structure for translating that information into actionable goals and support methods. In the Korean support context, a coordinating function was also required to consider the individual’s life together with family life-course transitions and to connect fragmented organizations, services, support personnel, and community resources with actual plans. In the future, Puzzle Life needs to be further developed as a cyclical tool that distinguishes needs requiring education from those requiring support and continuously incorporates the results of plan implementation and monitoring.

발달장애인, 개인별지원계획 도구, Puzzle Life, 장애인 평생교육 코디네이터, Developmental Disabilities, Individualized Support Planning Tool, Puzzle Life, Lifelong Education Coordinators for People with Disabilities

이지경 Ji-kyung Lee

DOI:10.34262/kadd.2026.30.3.40 Vol.30(No.3) 903-923, 2026

This study aimed to compare and analyze the transition systems between early intervention (ages 0-2) and preschool special education (ages 3-5) in South Korea and the United States in terms of their legal foundations, transition procedures, and family-centered practices, and to derive directions for improvement in South Korea. To this end, a literature review was conducted using Bereday’s (1964) framework for comparative education. The study examined the system in New York State in the United States and reviewed relevant laws, regulations, and statistical data in South Korea. The findings indicated that, although the administrative responsibility for early intervention and preschool special education was divided between different government ministries in both countries, differences were observed in the mechanisms for interagency coordination and service linkage. In the United States, a collaborative system had been established through interagency agreements and the establishment of interdepartmental coordination councils, and the timeline for implementing transition procedures was also stipulated by law. In contrast, although South Korea had established some legal foundations, including the use of health screening results for infants and young children, the provisions governing interagency collaboration required further systematization. In addition, preschool special education services in South Korea were provided not only through formal legal procedures but also through various informal and alternative pathways. This situation underscores the need to establish an institutional system for the integrated identification and management of eligible children and the support provided to them. Accordingly, this study suggests that legislating explicit transition criteria and procedures, establishing an interministerial information-sharing system, and strengthening service coordination are necessary to improve South Korea’s transition system.

유아특수교육, 조기개입, 전환체계, 개별화가족서비스계획, 가족중심실제, Early Childhood Special Education, Early Intervention, Transition System, Individualized Family Service Plan, IFSP, Family-Centered Practice

박철원 Cheol-won Park , 홍재영 Jae-young Hong

DOI:10.34262/kadd.2026.30.3.41 Vol.30(No.3) 925-951, 2026

This study explored the experiences of a special education teacher practicing co-teaching in an innovative school and examined how tensions, relationships, and educational practices were reconstructed through this process. Autoethnography was employed, and data included the researcher’s memories and reflections, photographs, teaching materials, work memos, messenger records, and an interview with the general education teacher. The findings were organized into three overarching categories, nine subcategories, and twenty-seven meaning units. During the early stage of co-teaching, the teachers experienced ambiguity in instructional leadership and roles, differences in expectations and responsibilities, insufficient preparation time, and accumulated fatigue. As collaborative planning, conversations, and mutual feedback continued, trust developed between the teachers, and the role of the special education teacher shifted from that of an assistant to that of a co-designer and co-teacher responsible for the whole classroom. The researcher’s perspective also expanded from supporting students with special educational needs to promoting the participation and learning of all students. Special education practices, such as individualized instruction and the modification of teaching materials, were reconstructed as strategies for inclusive classroom instruction. The study concludes that co-teaching is not the implementation of a fixed model but a relational practice continuously developed through coordination, reflection, and trust. It also highlights the need for institutional and cultural support, including sufficient collaboration time, manageable workloads, and a school culture that encourages teacher cooperation.

혁신학교, 협력수업, 특수교사, 통합학급 담임교사, 관계 재구성, innovative school, co-teaching, special education teacher, general education classroom teacher, relationship reconstruction, inclusive education

박인환 In-hwan Park , 한소정 So-jeong Han , 이승연 Seung-yeon Lee

DOI:10.34262/kadd.2026.30.3.42 Vol.30(No.3) 953-987, 2026

This study systematically reviewed 28 studies published in Korean and international journals between January 2014 and August 2025 to examine trends in digital-based interventions for improving emotional abilities in children and adolescents with autism spectrum disorder (ASD). The studies were analyzed in terms of research design, participant characteristics, intervention implementation characteristics, emotional ability outcomes, and methodological quality. Most studies were conducted outside Korea (n = 25), and group experimental studies (n = 22) outnumbered single-case studies (n = 6). Participants were predominantly boys in the childhood age group. Among studies reporting intellectual or language abilities, participants commonly had intellectual ability scores of 70 or higher or could produce sentence-level speech. Based on Saarni’s (1999) framework of emotional competence, the outcome variables were categorized as awareness of one’s own emotions, recognition of others’ emotions, understanding of others’ emotions, emotion vocabulary, emotional expression, emotion regulation, and empathy. Although many studies reported positive pre-post changes, effects relative to comparison groups varied across outcome categories, and digital interventions did not consistently outperform conditions in which identical or similar interventions were delivered without digital media. Maintenance effects were primarily observed at short-term follow-up, whereas evidence for long-term maintenance and generalization to people and everyday-life contexts was limited. Visual supports and reinforcement were the most frequently used intervention procedures, and some studies combined digital interventions with face-to-face procedures delivered outside the digital media. Only six studies met all Council for Exceptional Children (CEC) quality indicators. Based on these findings, directions for implementing digital-based emotional interventions and recommendations for future research were discussed.

자폐스펙트럼장애, 정서적 유능성, 디지털 미디어, 증거 기반 실제, Autism Spectrum Disorder, Emotional Competence, Digital Media, Evidence-Based Practices