전영선 Young-sun Jeon , 김동일 Dong-il Kim

DOI:10.34262/kadd.2025.29.1.1 Vol.29(No.1) 1-15, 2025

This study aims to explore domestic strategies for supporting borderline intellectual functioning by analyzing domestic and international media articles related to this topic, and examining relevant policies, events, and social perceptions. To achieve this, a text mining approach utilizing correlation analysis and topic modeling was employed to analyze keywords in news articles related to borderline intellectual functioning. The analysis covered news articles reported from 2003 to June 2023. The findings are as follows: Firstly, in South Korea, keywords related to ‘borderline intelligence’ and ‘slow learners’ were both associated with ‘support’ and ‘education’, whereas internationally, ‘slow learn ers’ were primarily associated with overcoming individual difficulties, while ‘borderline intelligence’ was mainly associated with keywords related to individual social maladjustment, indicating different keyword patterns. Secondly, using the LDA model, five topics were extracted domestically (external institutions other than public education, support for vulnerable groups, public education, selection and attention, regulations, etc.), and six topics internationally (perpetrator or victim, school life, school education in school age, adult life, legal issues, various mass media), with an analysis of the changing patterns of topic weights by year. Based on the research results, implications and limitations necessary for future domestic support directions for borderline intellectual functioning were discussed, considering the current state of the policy formation process.

경계선급 지적기능성, 언론 보도 기사, 텍스트마이닝, 토픽 분석, 국내외 비교, Borderline Intellectual Functioning, Media Coverage, Text Mining, Topic Analysis, Domestic and International Comparison

김병룡 Byeong-ryong Kim , 김의정 Ui-jung Kim , 김애화 Aeh-hwa Kim , 백지은 Ji-eun Baek

DOI:10.34262/kadd.2025.29.1.2 Vol.29(No.1) 17-34, 2025

This study conducted a comprehensive analysis of group experimental studies on inclusive education in Korea from January 1980 to February 2024 to assess the overall effectiveness of inclusive education teaching programs and compare effect sizes across different research variables. A total of 46 samples were selected from 30 studies that implemented inclusive education teaching programs, and the general characteristics of the analyzed studies were examined. Using the R program, Hedge's g was calculated, and effect sizes were analyzed. Subsequently, effect sizes were compared across subgroups based on grade level, intervention duration, independent variables, and dependent variables. The findings of this study are as follows. First, the overall effect size (Hedge's g) of inclusive education teaching programs, analyzed using the Random Effects model, was found to be 0.817, indicating a large effect size. Second, significant differences were observed between subgroups according to moderator variables such as grade level, intervention duration, independent variables, and dependent variables. Based on these results, implications for the qualitative advancement of inclusive education in Korea were discussed.

통합교육, 교수 프로그램, 메타분석, 증거기반실제, Inclusion Education, Teaching Program, Meta-Analysis, Evidence-Based Practice

김지민 Ji-min Kim , 이숙향 Suk-hyang Lee

DOI:10.34262/kadd.2025.29.1.3 Vol.29(No.1) 35-63, 2025

This study aims to explore the challenges and support needs in the elementary school transition process for children with developmental disabilities. To achieve this, individual interviews were conducted with 13 parents, including parents of children with disabilities preparing to enter elementary school, parents of children with disabilities enrolled in general elementary schools, and parents of children with disabilities attending special schools. Additionally, focus group interviews were conducted with 12 teachers, including early childhood special education teachers, elementary special class teachers, and elementary special school teachers. All interview data were transcribed after the interviews and were analyzed using a continuous comparative analysis method. As a result of the analysis, six major themes and 23 sub-themes emerged: (1) information gathering related to elementary school transition, (2) factors influencing elementary school selection, (3) challenges in the elementary school transition process, (4) actual practices of elementary school transition preparation and support, (5) essential skills for elementary school transition, and (6) support needs related to elementary school transition. Based on these findings, discussions were held on the necessity of establishing an official information channel for parents and teachers regarding elementary school transition, developing practical transition education programs that reflect the needs of parents and early childhood and elementary school teachers, providing individualized transition support tailored to the characteristics and preferences of children with developmental disabilities, and implementing institutional and administrative improvements.

발달장애 아동, 유치원, 초등학교, 전환 준비, 학교급 전환, Developmental Disabilities, Kindergarten, Elementary School, Transition Preparation, School Transition

김라경 Rahkyung Kim , 장세영 Se-young Jang , 김은삼 Eun-sam Kim

DOI:10.34262/kadd.2025.29.1.4 Vol.29(No.1) 65-83, 2025

This study aims to develop a more effective assessment tool for career and job selection among students with developmental disabilities by addressing the limitations of the existing pictorial vocational interest test and incorporating changes in the employment environment and job diversity. To achieve this, a Delphi survey was conducted with 20 experts in special education and vocational training for students with disabilities to analyze existing job categories, activities, and variables, identifying necessary modifications and improvements. A second round of the survey was conducted to validate and finalize the proposed revisions. The study results led to the modification and integration of six existing job categories (manufacturing, laundry, cleaning, food service, agriculture & fisheries, and interpersonal services) and the addition of two new categories (office work and arts & sports), forming a total of eight job categories. In the activity domain, a new “creation” activity was added to the existing categories of transportation, organization, and operation, resulting in four activity types. Additionally, new variables, such as “standing vs. sitting jobs” and “static vs. dynamic work,” were introduced alongside existing variables like “indoor vs. outdoor” and “individual vs. group work.” Furthermore, to improve the accessibility of the assessment, black-and-white illustrations were replaced with colored illustrations, an “I don't know” option was added to the answer choices, and multimedia elements such as videos and GIFs were incorporated. The study proposed further empirical research to verify the practical applicability of the revised vocational interest test in real-world settings and to develop an online assessment system.

발달장애인, 그림직업흥미검사, 델파이 조사, 직군 재구성, 직업평가, Developmental Disabilities, Pictorial Vocational Interest Test, Delphi Survey, Job Category Restructuring, Vocational Assessment

서홍란 Hong-ran Seo , 정소연 So-yon Jung

DOI:10.34262/kadd.2025.29.1.5 Vol.29(No.1) 85-105, 2025

This study aims to identify the outcomes and limitations of programs at lifelong education centers for individuals with developmental disabilities (DD) from the perspectives of their parents. To achieve the objective, focus group interviews were carried out with 13 parents of adult children with DD who participated in programs at lifelong education centers for individuals with DD. The interviews were conducted in-person across three focus groups between July 3 and July 11, 2023. Various outcomes were identified through qualitative data analysis. The findings indicate that lifelong education programs contributed to the holistic growth of individuals with DD, enhancing their cognitive, psychological, emotional, and social competencies. Additionally, these programs provided parents and families with opportunities to alleviate caregiving burdens and embark on a renewed path of recovery and hope. However, several limitations were identified in both the content and operations of these programs. Content-related challenges included a lack of outdoor activities to encourage nature exploration and physical activity, a shortage of integrated programs that emphasize independence and daily living skills, and overly repetitive training materials in comprehensive programs. Operational issues included mismatches between the demand and supply of single-subject programs which limited access for individuals with DD, and the need to better integrate caregiving support with educational services tailored to the needs of individuals with DD. Based on these findings, the study proposes specific strategies to enhance lifelong education programs for individuals with DD.

발달장애인, 평생교육센터, 평생교육의 성과, 부모 관점, 초점집단인터뷰, Individuals with Developmental Disabilities, Lifelong Education Centers, Outcomes and limitations of Lifelong Education, Parents’ Perception, Focus Group Interview

임은정 Eun-chung Lim , 지석연 Seokyeon Ji , 홍민경 Min-kyung Hong , 황선미 Seon-mi Hwang , 김미선 Mi-sun Kim , 정희진 Hee-jin Jung

DOI:10.34262/kadd.2025.29.1.6 Vol.29(No.1) 107-125, 2025

This study analyzed the effects of the Stay Strong Together (SST) camp on the mental health of caregivers. The camp was designed to provide caregivers with complete rest by supporting occupational recovery for both individuals with developmental disabilities and their caregivers during the COVID-19 pandemic. The subjects were 243 caregivers who participated in the camp in 2022 and 2023. Pre- and post-mental health assessments were conducted using the K-DASS-21, individuals’ occupation performance levels were measured with an observation-based 5-point scale, and their challenging behavior levels were evaluated using the MAS. A paired t-test was performed to compare caregivers’ mental health before and after the camp, and a hierarchical regression analysis was conducted to identify factors related to the observed changes. The study found that levels of depression, anxiety, and stress significantly decreased after camp participation, with stress relief being particularly prominent. Notably, the anxiety of mothers, who were primary caregivers, decreased more than that of fathers. The effect was greater for caregivers with poorer initial mental health and younger children. These findings indicate that the camp's professional interventions to support occupational recovery for both individuals with developmental disabilities and their caregivers effectively alleviated caregiving burdens and contributed to mental health recovery. The results provide foundational data for designing family support models and formulating policies to support families of individuals with developmental disabilities.

팬데믹, 작업 박탈, 작업 회복, 돌봄으로부터의 휴식, 양육자 정신건강, Pandemic, Occupation Deprivation, Occupational Recovery, Break from Caregiving, Mental Health of Caregiver

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

DOI:10.34262/kadd.2025.29.1.7 Vol.29(No.1) 127-146, 2025

This study aims to analyze the trends in transition education research for individuals with developmental disabilities in South Korea over the ten years following the enactment of the Act on the Guarantee of Rights and Support for Persons with Developmental Disabilities (Developmental Disabilities Act) in 2014. It examines the flow and characteristics of life cycle-based transition education research and systematically categorizes domestic research trends based on support structures and transition elements. For this purpose, a total of 163 research papers published between 2014 and 2024 were selected and analyzed according to PRISMA guidelines. The studies were classified into categories based on research type, research subjects, disability type, life cycle-based support structures, and transition elements. The analysis revealed that qualitative research was the most common (48), followed by survey research (40), literature reviews (24), and experimental studies (20). Among research subjects, studies focusing on professionals (teachers) were the most frequent (78), while studies on individuals with disabilities (49) and parents (23) were relatively fewer. Regarding disability types, research on developmental disabilities was predominant (129), whereas studies on intellectual disabilities (26) and autism spectrum disorders (8) were relatively scarce. By life cycle stage, research on middle-school-age students was the most prominent (102), while studies on the later stages of adulthood and aging were notably lacking. In terms of support structures, studies on childcare and educational support were the most common (93), followed by those on economic support (28) and family support (22). Regarding transition elements, the most frequently studied topics were academic performance (53), vocational preparedness (33), and self-determination (21), whereas research on mobility and leisure/recreation was nearly nonexistent. This study highlights that transition education research for individuals with developmental disabilities is concentrated in specific research types, age groups, support structures, and transition elements. It emphasizes the need for policy and academic efforts to address these gaps. In particular, establishing a continuous transition education system beyond adulthood and adopting a holistic approach is crucial. Future research should focus on expanding studies related to transition education beyond adulthood and exploring diverse disability categories, including autism spectrum disorder and intellectual disabilities.

발달장애인법, 전환교육, 생애주기별 교육, 동향 분석, Developmental Disabilities Act, Transition Education, Life Cycle-based Education, Research Trends

하예나 Yae-na Ha , 전푸름 Pu-reum Jeon , 서은혜 Eun-hye Seo , 김주은 Ju-eun Kim , 유은영 Eun-young Yoo

DOI:10.34262/kadd.2025.29.1.8 Vol.29(No.1) 147-164, 2025

This study systematically reviewed research on Agro-healing programs for individuals with developmental disabilities. The key words used included care farming, social farming, green care farming, agro healing. The databases searched were RISS, Yonsei university library, PubMed, Web of Science, EMBASE, CINAHL, MEDLINE, and PsycINFO. Experimental studies published over the past 10 years, from January 1, 2015, to the present, were examined. A total of seven final selected studies were analyzed in research trends and qualitative levels, participants characteristic of Agro-healing programs, effects of Agro-healing programs, methods and resources used in Agro-healing programs, and assessment tools used to measure the effects of Agro-healing programs. Agro-healing programs were found to have positive effects in various aspects, including enhancing social interactions, improving physical functions, promoting emotional stability, and advancing cognitive functions in individuals with developmental disabilities. These programs were confirmed to be applicable across a wide age range, from children to older adults. Notably, Agro-healing programs were particularly effective in improving social interaction and communication difficulties, which are major challenges for individuals with developmental disabilities. All Agro-healing programs were conducted in a group activity format, and some studies included family participation. The duration of the programs varied from a minimum of eight sessions to a maximum of two years, with an average session lasting approximately two hours. The most frequently used assessment method was interviews. The findings of this study provide clinical evidence for the application of Agro-healing programs by identifying their effective domains and operational methods for individuals with developmental disabilities.

발달장애, 자폐성장애인, 지적장애인, 치유농업 서비스, Agro-Healing Services, Autism Spectrum Disorder, Developmental Disabilities, Intellectual Disabilities

이정은 Jung-eun Lee , 백종남 Jong-nam Baek

DOI:10.34262/kadd.2025.29.1.9 Vol.29(No.1) 165-184, 2025

This study aims to explore the development of a parent competency scale for parents of children with disabilities and provide a foundation for creating a reliable and valid measurement tool. A total of ten existing scales, developed both domestically and internationally to assess parental competence, were analyzed in terms of their descriptive characteristics and statistical properties. The analysis revealed that most studies targeted parents of infants and toddlers, with sample sizes ranging from 200 to 400 participants. The most commonly used measurement method was a 5-point Likert scale. The majority of studies identified four to five competency factors, with a total of 20 to 40 items, accounting for 50% of the reviewed scales. In terms of statistical analysis, most studies demonstrated high reliability (Cronbach’s α) and strong factor explanatory power. While all studies reported content validity, only three provided evidence of construct validity, including exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and convergent-divergent validity. The developed scales were comprehensive in assessing parental competencies; however, key limitations included small sample sizes and an imbalance in the distribution of items across competency factors. Based on these findings, this study discusses directions for developing a parent competency scale specifically tailored to parents of children with disabilities.

부모 역량, 척도 분석, 신뢰도, 타당도, Parent Competence, Scale analysis, Reliability, Validity

김희주 Hee-joo Kim , 양소남 So-nam Yang

DOI:10.34262/kadd.2025.29.1.10 Vol.29(No.1) 185-206, 2025

This study aims to explore the relationship between life satisfaction and anxiety about aging (economic, psychosocial, and health-related) and concerns about children's future among parents of adult children with developmental disabilities. Additionally, it examines the mediating effect of accessibility to family support services in these relationships. For this purpose, a survey was conducted with parents of adult children with developmental disabilities in Gyeonggi Province, utilizing 270 appropriate responses from 281 collected questionnaires. Using SPSS Statistics 27.0 and PROCESS macro 4.2 version programs, frequency analysis, descriptive statistical analysis, correlation analysis, and mediation analysis were performed. The findings revealed that: First, parents of adult children with developmental disabilities showed low levels of life satisfaction. Second, parents’ anxiety about aging and concerns about their children's future directly affected their life satisfaction. Third, the study confirmed the mediating effect of accessibility to family support services in both the relationship between parents’ anxiety about aging and life satisfaction, and the relationship between parents’ concerns about their children's future and life satisfaction. Based on these findings, recommendations were made to enhance the life satisfaction of parents with adult children with developmental disabilities by alleviating their anxiety about aging and concerns about their children's future, while strengthening accessibility to family support services.

성인발달장애자녀를 둔 부모, 노후불안, 자녀 미래에 대한 걱정, 삶의 만족도, 가족지원서비스 접근성, PROCESS macro, Parents of Adult Children with Developmental Disabilities, Aging Anxiety, Concerns about Children’s Future, Life Satisfaction, Accessibility to Family Support Services, PROCESS Macro

이필재 Pil-jae Lee , 조가람 Ga-ram Jo

DOI:10.34262/kadd.2025.29.1.11 Vol.29(No.1) 207-220, 2025

The purpose of this study was to examine the effects of sports rhythm training on physical fitness and attention in adults with developmental disabilities. A total of eight adults with developmental disabilities participated in sports rhythm training for 50 minutes per session twice a week for 12 weeks. The effectiveness of the training was verified by measuring physical fitness factors (body composition, muscular endurance, flexibility, cardiovascular endurance) and attention (Selective attention ability, Self-control ability, Maintaining ability of attention) before and after the training. First, there was a significant improvement in all health related physical fitness variables (muscular endurance, cardiovascular endurance, and flexibility) except body composition before and after the training (p<.05). Second, among the variables comprising attention, there was a significant improvement in the Selective attention ability (p<.05), and although the Self-control ability, Maintaining ability of attention did not show statistically significant changes, there was a trend toward an increase in post-test values compared to pretest values. The results of this study suggest that sports rhythm training may be helpful in leading to positive improvements in physical fitness and cognition in adults with developmental disabilities.

스포츠리듬트레이닝, 성인기, 발달장애인, 건강체력, 주의력, Sports Rhythm Training, Adults with Developmental Disabilities, Physical Fitness, Attention

김영준 Young-jun Kim , 권량희 Ryang-hee Kwon

DOI:10.34262/kadd.2025.29.1.12 Vol.29(No.1) 221-250, 2025

The purpose of this study was to explore business strategies to operate joint curriculum on developmental disability fields through agreements with the Korea Employment Agency for Pwesons with Disabilities (KEAD) in the secondary and vocational special education departments. This study selected a group of professors majoring in secondary and vocational special education as participants and organized a research method that reflected the procedure of FGI. The contents of the study suggested various business strategies that can reflect the customized expertise of the field for developmental disabilities in the curriculum through joint agreements with KEAD by secondary and vocational special education departments within universities. As a result of the study, through a joint agreement with KEAD, the secondary and vocational special education departments within universities proposed a plan to organize convergent major courses and subjects based on IESP and ILEP for PDDs at the basic and advanced level. In addition, as part of the autonomous major-based student design major, extracurricular activities and practices, including convergence major courses between multiple departments, were also considered majorly as part of the business strategy. Finally, it was suggested that the above various business strategies under the joint agreement between the two institutions should be activated as a result of being linked to the current teacher qualifications for secondary and vocational special education by a KEAD-led certification-based qualification management system. In the category of restructuring the organizational functions and capabilities of the two institutions, the possibility and plan to deepen and expand the performance capabilities and qualification development path of related professionals were presented.

한국장애인고용공단, KEAD, 발달장애 분야, 공동 교육과정, 협약 사업, 중등 및 직업 특수교육과, Korea Employment Agency for Persons with Disabilities, KEAD, Developmental Disabilities Field, Joint Curriculum, Agreement Project, Secondary and Vocational Special Education Department

안준무 Junmoo Ahn , 최미영 Mi-young Choi , 이은정 Eun-jung Lee , 유은일 Eun-il Yoo , 김희정 Hee-jung Kim , 권용진 Yong-jin Kwon , 이로미 Ro-mi Lee , 이승희 Seung-hee Lee , 손호준 Hojoon Sohn

DOI:10.34262/kadd.2025.29.1.13 Vol.29(No.1) 251-276, 2025

This study analyzes the development, implementation, and outcomes of the newly designed “Living Lab in Society and Medical Field” course at Seoul National University College of Medicine, aimed at fostering empathy in premedical students. The course was structured to enable students to cultivate empathy and social responsibility through interactions with community members, including individuals with developmental disabilities. Employing a mixed-methods research approach combining qualitative and quantitative analyses, the study investigated key achievements and challenges encountered during the course's development and implementation while objectively examining changes in students’ attitudes toward disabilities. The results demonstrated that students internalized the importance of empathy through one-on-one interactions with individuals with developmental disabilities, significantly reducing psychological distance and negative attitudes toward these individuals. Additionally, the course offered students valuable learning experiences that deepened their understanding of disabilities and emphasized ethical and social responsibilities in the medical field. However, certain limitations, such as time constraints and insufficient student engagement, were identified, leading to recommendations for improvement, including restructuring activities, enhancing preparatory education, expanding matching opportunities, and diversifying assessment methods. This study highlights the necessity of empathy education in the early stages of medical education and provides a foundation for the design and implementation of similar programs in the future. Such initiatives are expected to enhance the ethical accountability and social contributions of medical professionals while promoting a culture of empathy and collaboration within the healthcare sector.

공감교육, 리빙랩, 의학교육, 발달장애, 혼합연구방법, Empathy Education, Living Lab, Medical Education, Developmental Disabilities, Mixed Methods Research

이정해 Jeong-hae Lee , 오희정 Hee-jeong Oh

DOI:10.34262/kadd.2025.29.1.14 Vol.29(No.1) 277-296, 2025

This study examined the effects of the intraverbal webbing procedure on the acquisition of intraverbals and the emergent intraverbals. The participants were two children with autism spectrum disorders, aged 4∼5 years, and a multiple probe design across subjects was used. The experimental procedure consisted of baseline measurement, pre-training of listener response and tact by feature, function, and class (LRFFC & TFFC), intensive training of the intraverbal webbing procedure using an errorless learning procedure, post-intervention, and a maintenance phase. The intraverbal webbing procedure involved questions about the name, feature, function, and class of item. The results showed that both children acquired the directly taught intraverbals and emergent intraverbals based on acquired knowledge, which were maintained over time. This study is significant because it verified the effectiveness of the intraverbal webbing procedure for children with autism spectrum disorder, introduced the concept of multiple control, and made efforts to diversify and expand intraverbal research.

인트라버벌 웨빙 절차, 복합통제, 인트라버벌, 생성적 언어행동, Intraverbal Webbing Procedure, Multiple Control, Intraverbal, Emergent Verbal Behavior

조한솔 Han-sol Jo , 김정민 Jung-min Kim , 김하윤 Ha-yun Kim

DOI:10.34262/kadd.2025.29.1.15 Vol.29(No.1) 297-311, 2025

This study examines the relationship between disability acceptance, self-esteem, family relationship, and life satisfaction of children and adolescents with disabilities, and to examine the parallel multiple mediating effects of self-esteem and family relationship in the process of disability acceptance of children and adolescents with disabilities affecting life satisfaction. Among the data for the fourth year (2021) of the Disability and Life Dynamics Panel, by the Korea Disabled people's Development Institute, 628 children and adolescents enrolled in elementary, middle, and high schools were studied, and the collected data were frequency analysis, technical statistics, correlation analysis, mediation effect verification, and bootstrapping using the SPSS 21.0 and PROCESS macro version 3.0 programs, and statistical significance was verified. The main research results are as follows. First, it was found that there was a positive correlation between disability acceptance, self-esteem, family relationship, and life satisfaction of children and adolescents with disabilities. In addition, all variables were found to have a significant effect on each other. Second, in the effect of disability acceptance of children and adolescents with disabilities on life satisfaction, both self-esteem and family relations were found to have a parallel multiple mediating effect, and the nature of the mediating effect was confirmed as partial mediation. Based on these results, it suggests that an integrated approach between individuals and the environment is needed to increase the life satisfaction of children and adolescents with disabilities.

장애아동 및 청소년, 장애수용, 삶의 만족도, 자아존중감, 가족관계, Children and Adolescents with Disabilities, Disability Acceptance, Life Satisfaction, Self-esteem, Family Relationship

김나현 Na-hyeon Kim

DOI:10.34262/kadd.2025.29.1.16 Vol.29(No.1) 313-327, 2025

This study aimed to analyze the effects of a 10-week drone soccer program on the perceptual motor abilities of middle-aged women with developmental disabilities. The subjects were 16 middle-aged women with developmental disabilities aged 40 to 50, and were divided into 8 experimental groups and 8 control groups. The test tool was the drone soccer manipulation perceptual-motor ability test tool (Jeon Mi-hyeon, 2023). The spatial perception, direction perception, and time perception were measured in the same conditions for the experimental and control groups. The experimental group underwent the drone soccer program for 10 weeks, and the control group was restricted from participating in sports other than daily life for 10 weeks. The spatial perception, direction perception, and time perception were measured post-test in the same manner as the pre-test. The conclusions were drawn by analyzing the differences between the experimental and control groups and the changes in the pre- and post-test measurements. First, there was a significant difference in spatial perception motor ability in both spatial scope and spatial location (p<.01), (pp<.05).Second, there was a significant difference in the direction perception motor ability in the direction movement (p< .001), but there was no significant difference in the direction change (p >.05).Third, there was no significant difference in the time perception motor ability in the speed continuity and speed simultaneity (p>.05), but there was a significant difference in the rhythm simultaneity (p<.05).Thus, the research result was derived that the drone soccer program for middle-aged women with developmental disabilities was positively applied to the improvement of perceptual motor ability.

드론축구 프로그램, 중년 발달장애여성, 지각운동능력, 공간지각, 방향지각, 시간 지각, Drone Soccer Program, Middle-Aged Woman with Developmental Disabilities, Perceptual Motor Skills, Spatial Perception, Direction Perception, Time Perception

최하윤 Ha-yoon Chioi , 김우리 Woori Kim

DOI:10.34262/kadd.2025.29.1.17 Vol.29(No.1) 329-354, 2025

This study aimed to classify students with intellectual disabilities into subgroups based on their expository writing performance and to examine their distinct writing characteristics. The participants were 31 elementary school students with intellectual disabilities in grades 3 to 6. They completed a prompted expository writing task in which the first sentence was provided as an opening. Their writing performance was measured using quantitative indicators (total number of words written, number of distinctive words, number of correctly spelled words, and number of correct writing sequences) and qualitative indicators (expression, content, and structure). Cluster analysis identified three groups: students with basic needs, students with intensive needs, and students with special needs. Results for quantitative indicators showed that students with basic needs scored highest across all indicators, followed by those with intensive needs, while students with special needs scored lowest. Results for qualitative indicators revealed significant differences among the three groups in expression and content, with students with basic needs outperforming the others. However, all three groups scored low in structure, with only slight differences between the students with basic needs and students with intensive needs. Additionally, the intelligence levels and grades of the students tended to be evenly distributed across all groups, regardless of the group. This study is significant as it identifies differences in writing characteristics among students with intellectual disabilities and provides a theoretical foundation for developing differentiated instructional strategies to meet their needs.

지적장애, 설명글, 쓰기, 작문, Intellectual Disabilities, Expository Text, Writing, Written Expression

장세영 Se-young Jang

DOI:10.34262/kadd.2025.29.1.18 Vol.29(No.1) 355-374, 2025

This study aims to classify the independent living abilities of individuals with developmental disabilities and explore the characteristics and predictive factors of young adults and middle-aged adults with developmental disabilities, thereby providing foundational data for education and support to enhance their independent living abilities. Using data from the 2022 Survey on the Work and Life Conditions of Individuals with Developmental Disabilities, this research categorized young adults with developmental disabilities aged 19-39 and middle-aged adults aged 40-64 based on daily living skills, instrumental daily living skills, communication ability, and cognitive ability. A latent profile analysis was conducted to classify potential subgroups within each age category, followed by one-way ANOVA and multinomial logistic regression analyses to identify the characteristics and predictive factors of each latent subgroup. The findings indicate that young adults and middle-aged adults with developmental disabilities can be classified into three heterogeneous latent groups according to their level of independent living ability, categorized as high, medium, and low groups. The high group among young adults showed higher vocational abilities compared to the high group among middle-aged adults, revealing varying levels of vocational ability by age even within the same group. Key predictive factors for young adults were cognitive ability, sociability, and health status, whereas for middle-aged adults, physical ability, sociability, and exercise participation were significant predictors. Notably, sociability emerged as a common predictor for distinguishing the high group across both age groups. These findings underscore the need for education and support tailored to the levels and characteristics of each latent group, according to the independent living abilities of individuals with developmental disabilities.

청년 발달장애인, 중장년 발달장애인, 잠재프로파일분석, Young Adult with Developmental Disabilities, Middle-Aged Adult with Developmental Disabilities, Latent Profile Analysis

김기흥 Ki-heung Kim

DOI:10.34262/kadd.2025.29.1.19 Vol.29(No.1) 375-391, 2025

The purpose of this study is to examine the characteristics of special education policy during the Third Reich in Germany from the perspective of inclusive education and to derive implications. After reviewing the general education policy during the Third Reich in Germany through a literature review, the characteristics of special education policy were examined. Based on the results of this study, the main implications for policies for inclusive education are as follows. First, the most basic and essential attribute of policies for special education or inclusive education is that absolute and unconditional human dignity must be thoroughly guaranteed, both in the past and present. Second, the purpose of education in special education or inclusive education must focus on fostering qualities and capabilities for harmonious coexistence and symbiosis in a social community based on human dignity.

히틀러, 인종주의, 사회적 다윈주의, 교육정책, Hitler, Racism, Social Darwinism, Education Policy

안해님 Hae-nim Ahn , 최진경 Jin-kyung Choi , 박지연 Jiyeon Park

DOI:10.34262/kadd.2025.29.1.20 Vol.29(No.1) 393-417, 2025

This study aims to examine the overall trends and characteristics of domestic research on the implementation of Positive Behavioral Interventions and Supports (PBIS) in special schools over the past decade and to suggest practical directions for future research. A total of 29 studies were selected and analyzed based on specified selection criteria. The analysis of overall trends revealed that while individualized supports were implemented in most studies, only 7 studies applied a multi-tiered support system. Participants included students with disabilities and teachers, with most student participants having intellectual disabilities or autism spectrum disorder. Single-subject designs were the most commonly used methodology, and most studies measured maintenance without assessing generalization. The majority of interventions lasted less than six months, with only one study incorporating long-term support. The analysis, which focused on the characteristics of interventions and supports, revealed that defining and teaching expected behaviors, as well as providing positive feedback and reinforcement, were the most frequently implemented strategies in Tier 1 support, while differential reinforcement was the most commonly used strategy in Tier 3 support. Additionally, among the dependent variables measured for students with disabilities, the majority of studies assessed both challenging behaviors and desirable behaviors, while for teachers, self-efficacy was the most frequently measured variable. Most studies organized a PBIS implementation team comprising teachers, support staff, caregivers, and administrators. Based on these findings, this study provides practical recommendations for future research on the implementation of PBIS in special schools.

특수학교, 긍정적 행동중재 및 지원, 긍정적 행동지원, 문헌분석, Special School, Positive Behavioral Interventions and Supports, PBIS, Positive Behavior Support, PBS, Literature Review

서성제 Seong-je Seo , 이문오 Mun-oh Lee

DOI:10.34262/kadd.2025.29.1.21 Vol.29(No.1) 419-437, 2025

This study aimed to identify the needs of adults with autism spectrum disorder (ASD) regarding continuing education after school age, focusing on their experiences, and to explore the direction for its development. Although lifelong education programs for adults with ASD are currently being implemented as part of policy initiatives, it has been confirmed that once their school years end, they suffer from isolation due to the reduction of activities related to physical, cognitive, and social engagement, ultimately leading to psychological and social problems. Recognizing the need for a shift in awareness of this reality, a narrative analysis of interviews with guardians of adults with ASD was conducted. The results revealed the current trends in the lifelong education system and suggested directions for change. Additionally, the need for individualized, experience-based education to support the independence of adults with ASD was identified. Consequently, structural changes are required to ensure the continuity between special education curricula in school, which follow personalized goal-setting, and lifelong education programs, which are primarily program-based. The importance of experience-based continuing education was emphasized, highlighting the necessity for educational institutions and community services to adopt a collaborative approach in exploring societal changes and training programs to promote the long-term growth and independence of adults with ASD.

성인기 자폐성장애인, 평생교육, 경험 교육, 계속교육, 사회통합, Adults with Autism Spectrum Disorder, ASD, Lifelong Education, Experiential Education, Continuing Education, Social Integration Translation

정효인 Hyo-in Jung , 박우람 Woo-ram Park , 정용석 Yong-suk Jung , 홍상황 Sang-hwang Hong

DOI:10.34262/kadd.2025.29.1.22 Vol.29(No.1) 439-453, 2025

The purpose of this study is to investigate the discriminant validity of the Korean Vineland Adaptive Behavior Scales Third Edition (K-Vineland-3), which is used to measure and evaluate individual adaptive behavior. For this purpose, using the guardian rating and interview forms of K-Vineland-3, 105 people eligible for special education (38 with intellectual disability, 33 with autism, 34 with developmental delay), 105 general samples matched by gender and age, Data from a total of 210 people were collected and analyzed, and the results were as follows. First, as a result of examining the internal consistency of the data for special education subjects, the four main areas and maladaptive behavior ranged from .88 to .99 (median .99), and the 11 sub-domains ranged from .81 to .98 (median .90), which was very high. It was found to be good. Second, in order to find out the difference in scores between those eligible for special education and the general group (corresponding sample), the average and standard deviation of the scores in the main domain and sub-domain were calculated, and the difference in scores between the two groups was compared, resulting in 4 main domains and 11 sub-domains. The score of the domain was found to be significantly lower than the average of the general group by more than -2 standard deviations in the special education group. In comparison, the total score of maladaptive behavior and the scores of internalization and externalization sub-areas were found to be significantly higher by more than 2 standard deviations in the special education group compared to the general group. And as a result of examining the change in scores of the two groups according to age, the difference in scores between the two groups was clear, but the scores of the four main areas excluding maladaptive behavior and the adaptive behavior combination (ABC) were found to increase with age. Third, as a result of discriminant analysis of the scores of the special education group and the general group, when discriminating between the two groups using only the adaptive behavior combination score(ABC), the general group is accurately classified as the general group, and the special education group is accurately classified as the special education group. The accuracy rates were found to be 95.2% and 88%, respectively. Finally, the meaning and implications of this study were discussed.

K-Vineland-3, 적응행동, 변별타당도, 특수교육대상자, Adaptive Behavior, Discriminant Validity, Special Education Students