유미현 Mi-hyun Yu , 홍재영 Jae-young Hong

DOI:10.34262/kadd.2026.30.1.1 Vol.30(No.1) 1-23, 2026

This study explored the process and significance of developing instructional expertise through participation in a professional learning community (PLC) as experienced by a Low-Experienced Special Teacher assigned to a special school. Using an autoethnographic approach, the researcher reflected on personal teaching experiences, focusing on practical challenges such as limited understanding of the national curriculum, the constraints of textbook-centered instruction, differences in students’ academic levels, a multi-subject teaching environment, and an excessive workload. To address these challenges, the researcher participated in a PLC and collaboratively designed and implemented curriculum reconstruction, theme-based instruction, team project-based learning, and peer tutoring with peer support. Data were collected from teaching records, reflective journals, classroom video recordings, and instructional reflections shared with colleagues, and were analyzed through repeated review and reflection. The findings indicated that PLC participation provided substantial support for Low-Experienced Special Teachers in interpreting the curriculum and designing instruction aligned with students’ diverse needs and abilities. It also facilitated a shift from teacher-centered instruction to student-centered learning. Furthermore, instructional changes led to increased student engagement, interaction, and self-directed learning, while fostering greater instructional confidence and professional awareness in the teacher. This study suggests that professional learning communities serve as a meaningful practical context for enhancing instructional expertise among Low-Experienced Special Teachers and improving instructional practices in special education settings.

저경력 특수교사, 전문적 학습공동체, 자문화기술지, 수업 전문성, 교육과정 재구성, 학생 중심 수업, Low-Experienced Special Teacher, Professional Learning Community, Autoethnography, Instructional Expertise, Curriculum Reconstruction, Student-Centered Instruction

손은지 Eun-ji Sohn , 김동일 Dong-il Kim , 고은영 Eun-young Koh

DOI:10.34262/kadd.2026.30.1.2 Vol.30(No.1) 25-42, 2026

This study aims to explore the common experiences and meanings formed by parents of adults with developmental disabilities throughout the caregiving process and to derive implications for family support in adulthood. To this end, 19 domestic qualitative studies addressing caregiving experiences of parents of adult children with developmental disabilities were selected using the SPIDER strategy, which is tailored for qualitative research. The quality of the selected studies was assessed using the CASP qualitative appraisal tool, after which a meta-synthesis was conducted through a thematic synthesis approach. The analysis identified 30 free codes, which were further organized into 10 subcategories and four explanatory themes. The explanatory themes included “care gaps emerging after the transition to adulthood,” “chronic crises in adult caregiving,” “lifelong learning and daytime activity services and the meaning of independence,” and “recovery and self-growth through relationships.” Through interpretation of the relationships among these descriptive themes, three analytical themes were generated: “the accumulation and amplification of caregiving vulnerability,” “the paradox of selection: those most in need being the most excluded,” and “the need for life-course-oriented support connecting the transition period and adulthood.” These findings suggest that the difficulties of caregiving in adulthood are not newly emerging problems limited to adulthood, but rather structural phenomena resulting from the accumulation of insufficient preparation and inadequate institutional linkage during post-school transition processes. By integratively presenting the common structure of parental caregiving experiences in adulthood, this study highlights the significance of family-support-oriented interventions in adulthood and underscores the need to establish a life-course-based support system that begins prior to the transition to adulthood.

성인기 발달장애인 부모, 돌봄 경험, 질적 메타분석, 주제종합, Parents of Adults with Developmental Disabilities, Caregiving Experiences, Qualitative Meta-Synthesis, Thematic Synthesis

김라경 Rahkyung Kim

DOI:10.34262/kadd.2026.30.1.3 Vol.30(No.1) 43-64, 2026

This study aimed to identify the current status of premature aging experienced by workers with developmental disabilities and to analyze support needs according to perceptions of premature aging, with the purpose of proposing employment retention and support strategies that reflect life-course characteristics. For this purpose, an easy-to-read questionnaire survey was conducted with 275 workers with developmental disabilities in their 30s to 50s, and the collected data were analyzed mainly using descriptive statistics. The results showed that 21.1% of all respondents perceived that they were experiencing premature aging, and the proportion of premature aging experiences was relatively higher among women, workers in their 40s, and those employed in cleaning, sanitation, and administrative support occupations. In addition, groups with chronic conditions such as obesity, osteoarthritis, dental diseases, and hair loss showed relatively higher proportions of premature aging experiences. The main types of support that workers perceived as necessary for the prevention and delay of premature aging were, in order, dental examinations and treatment, health management programs, regular health check-ups at disability-friendly institutions, support for nutritious meals, and the health primary care physician system for persons with developmental disabilities. Furthermore, workers who had experienced workplace supports such as the installation of on-site health rooms, short-term leave, commuting support, health monitoring, and provision of rest spaces showed a lower likelihood of experiencing premature aging. This study presents premature aging among workers with developmental disabilities as a structural issue linked to employment retention rather than as an individual health problem, and proposes a three-stage employment retention model consisting of universal support, targeted group support, and individualized intensive support. These findings suggest the need to establish an integrated employment-welfare support system that takes into account the life course and functional aging of persons with developmental disabilities.

발달장애 근로자, 조기노화, 고용 유지, 생애주기적 지원, Workers with Developmental Disabilities, Premature Aging, Employment Retention, Life-Course Support

정민우 Minwoo Jeong , 이희연 Heeyeon Lee

DOI:10.34262/kadd.2026.30.1.4 Vol.30(No.1) 65-91, 2026

Students with disabilities may show difficulty using kiosks based on contactless services, which are widely spreading in a digital-based society. This can deepen the digital alienation phenomenon and information gap among students with disabilities. Therefore, this study aimed to analyze trends of 10 domestic and foreign kiosk intervention studies for students with disabilities and to evaluate whether individual studies are suitable as evidence-based practices by using qualitative indicators, including CEC quality indicators and RoBANS 2.0. The results of the research are as follows: Regarding research trends, kiosk intervention studies have been published since 2020, with most studies conducted as single-subject experiments for small numbers of secondary school students with developmental disabilities. In the case of independent variables, studies primarily utilized various media and teaching strategies simultaneously, and attempts were made to generalize the skills acquired in community settings. Meanwhile, analysis using quality indicators revealed that both single-subject studies and group studies showed relatively fair quality levels, while some indicators reflected insufficient quality levels. Based on these results, future directions for kiosk intervention studies for students with disabilities and suggestions for improving research quality are discussed.

장애학생, 키오스크 활용 중재, 연구 동향, 질적 지표, Students with Disabilities, Kiosk Intervention, Research Trends, Quality Indicators

박정욱 Jung Wook Park , 강은영 Eun Young Kang

DOI:10.34262/kadd.2026.30.1.5 Vol.30(No.1) 93-119, 2026

This study aimed to examine the perceptions of and support needs related to the Individualized Family Service Plan (IFSP) among early childhood special education teachers and childcare teachers for infants and young children with disabilities working in inclusive childcare centers. Participants were seven teachers who had experience in operating infant classrooms for children with disabilities or in developing and implementing IFSPs. Individual in-depth interviews were conducted using semi-structured interview guides, and the data were analyzed through a constant comparative method. As a result, eight main categories, twenty-four subcategories, and eighty meaning units were derived. The major findings were as follows. First, teachers’ perceptions and experiences of IFSP varied according to individual factors, and they recognized IFSP as contributing to early intervention and family support, particularly in promoting infants’ daily functioning and basic life habits from a developmental perspective. Second, teachers emphasized that IFSP and the Individualized Education Plan (IEP) are contextually connected and should be flexibly applied based on professional understanding, taking into account the developmental levels of children with disabilities and family circumstances. Third, key elements that should be included in IFSP were identified as supporting infants’ adaptation to childcare settings, conducting home visits, providing comprehensive information for family support, enhancing teacher professionalism, and strengthening collaboration with community resources. Fourth, participants highlighted critical issues at each stage of IFSP practice, including understanding family environments through home visits during planning, enhancing communication among individualized family support team members during implementation, and shifting evaluation perspectives toward future growth while considering infants’ characteristics. Fifth, challenges in IFSP operation included insufficient information and professional expertise, as well as difficulties in parental participation and collaboration. To address these challenges, participants suggested improving teacher-child ratios, expanding support personnel, providing professional development opportunities, enhancing parental awareness, establishing systematic and open support systems, and strengthening cooperation with experts and community agencies.

개별화가족지원계획, IFSP, 장애 영아, 영아 학급, Individualized Family Service Plan, Infants with Disabilities, Infant Class

이상권 Sang-kwon Lee , 서석진 Seok-jin Seo , 이수진 Soo-jin Lee

DOI:10.34262/kadd.2026.30.1.6 Vol.30(No.1) 121-145, 2026

This study investigated attitudes toward the disabled targeting social workers in order to develop a program for improving disability awareness. 301 social workers working at social welfare institutions and facilities in D Metropolitan City were surveyed, the Disability Factor Scales (DFS) was used as the survey tool, and t-test, ANOVA, and Scheffe analysis through the SPSS 22.0 program were conducted for analysis. The variables for analysis were gender, age, educational background, work field, career, presence or absence of a disabled person among family and friends, experience of participating in conversations and events with the disabled, and completion of classes for the disabled. The research results are as follows. First, among the demographic factors of social workers, gender and age showed significant differences in attitudes toward the disabled. Second, the social worker’s relationship with the disabled did not show a significant difference in attitude toward the disabled. But there was a significant difference in the attitude of the social worker toward the disabled according to the experience of conversation with the disabled and participation in the event. Third, the social worker’s experience of completing classes for the disabled did not show a significant difference in attitude toward the disabled. Based on the above research results, discussions and suggestions for follow-up research were conducted. This study is meaningful in that it suggested the main direction of the disability awareness improvement program to improve the attitude of experts in disability-related fields like social workers toward the disabled.

장애인식개선 프로그램, 사회복지사, 장애인에 대한 태도, Disability awareness Improvement Program, Social Workers, and Attitudes toward Persons with Disabilities

임소희 Sohui Im , 소해진 Haejin So , 김미옥 Mi Ok Kim

DOI:10.34262/kadd.2026.30.1.7 Vol.30(No.1) 147-168, 2026

This study utilized a qualitative case study method to analyze peer relationships of children with borderline intellectual functioning, centering on the experiences of stakeholders. For this purpose, a purposive sampling method was employed by obtaining recommendations for schools with such children, and a total of six individuals―including teachers, educational social workers, and parents―were interviewed. The findings revealed four main categories and ten subcategories related to peer relationships of children with borderline intellectual functioning. The primary categories were ‘Difficult peer interactions stemming from awkward relationship formation’ ‘Widening Distance Due to Learning Gaps,’ ‘Desire to Communicate and Be Together,’ and ‘Slow but Steady Growth Supported by Significant Others.’ These results indicate that children with borderline intellectual functioning tend to struggle with forming relationships and that relational distances grow wider as age increases. Nevertheless, their desires to communicate and engage with peers were observed, alongside experiences of growth through surrounding support, though challenges in relationship building persisted. Based on these findings, practical implications were proposed to foster healthy peer relationships for children with borderline intellectual functioning.

경계선 지능 아동, 또래 관계, 이해관계자, 질적 사례연구, Children with Borderline Intelligence, Peer Relationships, Stakeholders, Qualitative Case Study

박유진 Yu-jin Park , 정선화 Sunhwa Jung

DOI:10.34262/kadd.2026.30.1.8 Vol.30(No.1) 169-184, 2026

The purpose of this study was to evaluate the effects of a high-probability request sequence intervention on the consumption of nonpreferred foods in a child with autism spectrum disorder (ASD). One elementary school student with ASD, aged 7 years and 7 months, who exhibited restricted food intake during mealtimes, participated in the study. The high-probability request sequence intervention was implemented to increase the child’s consumption of nonpreferred foods, and its effects were evaluated using a reversal design. The results indicated that the child demonstrated very low levels of responding to low-probability requests (i.e., requests to consume nonpreferred foods) under baseline conditions. However, the consumption of nonpreferred foods increased during the intervention conditions in which high-probability request sequences were implemented. In addition, nonpreferred food consumption remained at a high level following the application of a fading procedure that gradually reduced the ratio of high-probability requests, and the effects were maintained even after all intervention components were withdrawn. Social validity assessments completed by the child’s parents and a paraprofessional indicated high levels of satisfaction with the importance of the intervention goals, the appropriateness of the procedures, and the significance of the outcomes.

선택적 음식 섭취, 고확률 요구 연쇄, 자폐 스펙트럼 장애, Food selectivity, High-probability request sequences, Autism spectrum disorder

임채린 Chaelin Im , 김대용 Daeyong Kim

DOI:10.34262/kadd.2026.30.1.9 Vol.30(No.1) 185-210, 2026

This study examined the effects of Relational Frame Theory (RFT)-based Multiple Exemplar Instruction (MEI) using story scenes on perspective-taking in school-aged children with developmental disabilities. Perspective-taking was assessed through deictic relational responding, including reversed and double-reversed relations across the I-You, Here-There, and Now-Then frames. A multiple-probe design across participants was used with three children who received MEI sessions incorporating twelve storybooks. Results showed clear improvements in both reversed and double-reversed deictic relations for all participants. Understanding of I-Character relations improved most rapidly, while relations involving temporal shifts (Now-Then) were acquired more gradually. Furthermore, performance on person-place relations was higher than on person-time relations in double-reversed tasks, supporting the RFT view that the complexity of deictic frames influences task difficulty. Notably, in the post-intervention probe, all three children reached higher question stages on the Sally-Anne false-belief task compared to the pre-test, suggesting that MEI led to a positive transfer to Theory of Mind (ToM) abilities. Overall, the findings indicate that story-based MEI promotes emergent relational responding by requiring children to repeatedly shift perspectives within various contexts. In conclusion, these results suggest that RFT-based MEI could serve as an effective alternative to support perspective-taking in school-aged children with developmental disabilities.

관계틀 이론, RFT, 다중반응교수법, MEI, 조망수용, 마음이론, 발달장애, 자폐스펙트럼장애, Relational Frame Theory, RFT, Multiple Exemplar Instruction, MEI, Perspective-Taking, Theory of Mind, ToM, Developmental Disabilities, Autism Spectrum Disorder

진재섭 Jae-sup Jin

DOI:10.34262/kadd.2026.30.1.10 Vol.30(No.1) 211-231, 2026

This study aimed to analyze research trends and characteristics of problem-based learning (PBL) in the context of inclusive education within Korean teacher education programs and to suggest directions for future research. A scoping review methodology based on the framework of Arksey and O’Malley (2005) was employed. Eight peer-reviewed articles published between 2010 and 2025 in Korea Citation Index (KCI)-indexed or candidate journals were selected according to predefined inclusion criteria. The analysis focused on research design, problem types, implementation structures, and reported outcome categories to map the research landscape. The findings indicate that most studies implemented PBL within single courses over a short-term period. Real-world scenario-based problems and dilemma-centered cases were predominantly utilized. Quantitative studies mainly adopted pre-post designs, while qualitative studies explored changes in preservice teachers’ perceptions and reflective processes. Reported outcomes were largely concentrated in affective domains, including changes in inclusive education perceptions, teacher efficacy, and reflective thinking. However, given the limited number of studies and the predominance of short-term research designs, caution is required in interpreting and generalizing the findings. This study contributes by structurally organizing the accumulated body of research on inclusive education-related PBL within Korean teacher education programs. Future research should incorporate longitudinal designs, diverse institutional contexts, and systematic development of context-specific PBL design principles for inclusive education.

교원양성과정, 통합교육, 문제중심학습, 스코핑리뷰, 주제범위문헌고찰, Teacher Education Programs, Inclusive Education, Problem-Based Learning, Scoping Review, Preservice Teachers

신초롬 Chorom Shin , 박서연 Seoyeon Park , 손희정 Heejung Son , 양장신 Jangshin Yang , 강영모 Youngmo Kang

DOI:10.34262/kadd.2026.30.1.11 Vol.30(No.1) 233-264, 2026

The purpose of this study was to examine the effects of the IRUM Class™ Program, implemented as Tier 2 targeted group support in Positive Behavioral Interventions and Supports (PBIS), on the classroom behaviors of elementary students with autism spectrum disorder (ASD) and to explore participating homeroom teachers’ experiences and perceptions. Two elementary students with ASD enrolled in a special school and their two homeroom teachers participated. Using an AB single-case design, disruptive classroom behavior and classroom engagement were measured while the IRUM Class™ Program―comprising instruction in learning readiness skills, function-based behavioral intervention, and social-emotional learning―was implemented; video-recorded sessions were reviewed, and data were recorded and analyzed visually. Disruptive behavior generally decreased, whereas engagement increased. For the qualitative component, in-depth interviews were conducted and thematically analyzed, yielding three subthemes and related meaning units: (1) the burden experienced in managing students’ daily behavior, (2) perceived changes following participation in the IRUM Class™ Program, and (3) the potential for scaling up the IRUM Class™ Program. Teachers emphasized that behavioral intervention is more likely to produce consistent and practical change when it is led by school personnel rather than relying on external experts. Based on the quantitative and qualitative findings, implications for implementing more effective targeted group support in special school settings and for advancing multi-tiered systems of support are discussed.

긍정적행동지원, 표적집단지원, 자폐스펙트럼장애, 수업관련행동, 혼합연구, 다층지원체계, Positive Behavioral Interventions and Supports, PBIS, Targeted Group Support, Tier 2, Autism Spectrum Disorder, ASD, Classroom Behaviors, Mixed Methods, Multi-Tiered Systems of Support, MTSS

손태원 Taewon Son , 이영지 Youngzie Lee

DOI:10.34262/kadd.2026.30.1.12 Vol.30(No.1) 265-284, 2026

The purpose of this study is to examine the effects of a modeling intervention package―consisting of video modeling, peer modeling, and video prompting―on the acquisition and short- and long-term maintenance of badminton high-clear skills in lower elementary students with ASD, within a limited observed scope. Three elementary students with ASD participated in the study and a multiple probe design across subjects with an intermittent baseline was applied. The target behavior was defined as hitting, with the racket head, a shuttlecock thrown from a position 2.5m away from the net to send it at least 3m beyond the net on the opposite side, and the high-clear skill was developed and implemented as a program consisting of seven sub-performance steps. Following the intervention, all participants showed improved performance levels of the target behavior compared to the baseline, and some of these changes were stably observed through the long-term maintenance phase. Enhanced accuracy and consistency were also revealed in the pre- and post- qualitative evaluations. The independent performance observed during the intervention process can be interpreted as a result of systematic supports combining visual cueing and step-by-step guidance inducing self-directed practice for the learners. However, the performance improvements observed in the maintenance phase should be viewed as an observed trend and cannot be conclusively regarded as indicating that the learners had reached the stage of automaticity. The intervention effects were confirmed through PND, PEM, and Tau-U analyses. This study empirically demonstrates that modeling interventions can effectively support sports skill acquisition and maintenance in students with ASD in settings where direct researcher intervention was minimized, and confirms the potential of modeling-based instructional strategies for complex motor skills such as racket sports Future research should expand the number of participants and analyze the applicability across diverse settings and long-term generalization effects in order to explore the applicability of systematic and sustainable modeling interventions for students with ASD.

자폐스펙트럼, 비디오 모델링, 또래 모델링, 비디오 프롬프팅, 배드민턴 하이클리어, Autism Spectrum Disorder, Video Modeling, Peer Modeling, Video Prompting, Badminton, High Clear

송승민 Seungmin Song , 서민희 Minhee Seo , 김민희 Minhee Kim

DOI:10.34262/kadd.2026.30.1.13 Vol.30(No.1) 285-315, 2026

The purpose of this study was to explore the actual experiences of university students with developmental disabilities in using generative AI and to identify their support needs in order to suggest AI-based support strategies in higher education settings. Eight university students with intellectual disabilities and autism spectrum disorder enrolled at K University participated in individual and group interviews. The interviews were audio-recorded, transcribed verbatim, and analyzed using the constant comparative method. As a result, ten major themes and twenty-nine subthemes were derived. The findings regarding the experiences of university students with developmental disabilities in using generative AI were as follows. First, participants demonstrated a dual perception of generative AI, recognizing it as a future-oriented technology while simultaneously accepting it as a familiar and usable tool in everyday life. Second, the pathways through which participants learned to use generative AI were differentiated into institutional and school-based educational pathways, informal self-directed pathways, and pathways relying on surrounding human resources. Third, the purposes of generative AI use and its impact on university life varied across individuals. The support needs of university students with developmental disabilities related to generative AI were identified as follows. First, there was a need for support based on a universal design perspective to structurally ensure accessibility to generative AI. Second, participants expressed a demand for systematic, university-level educational support related to the use of generative AI. Third, the necessity of individualized support systems that consider the cognitive and emotional characteristics of university students with developmental disabilities was emphasized. Based on these findings, implications for supporting the use of generative AI among university students with developmental disabilities were discussed.

발달장애 대학생, 생성형 AI, ChatGPT, 질적연구, University Students with Developmental Disabilities, Generative AI, Qualitative Research

전유지 Yu-ji Jeon , 안해님 Hae-nim Ahn , 김유리 Yu-ri Kim

DOI:10.34262/kadd.2026.30.1.14 Vol.30(No.1) 317-348, 2026

The purpose of this study was to analyze research trends in intervention programs for mental health promotion and stress reduction among adults with developmental disabilities, and to systematically review program characteristics to inform the development of evidence-based interventions. To this end, a total of 18 intervention studies (6 domestic and 12 international) involving adults with developmental disabilities were selected and analyzed. The selected studies were examined with a focus on participant characteristics, research design, qualitative features, and independent and dependent variables. The results indicated that most studies targeted young adults in their 20s and 30s, with a greater focus on individuals with autism spectrum disorder than on those with intellectual disabilities. Single-group pretest-posttest designs were most commonly used, while relatively few studies assessed maintenance or generalization effects, or reported intervention fidelity and social validity. Primary program contents included physical activity, mindfulness and relaxation, and social participation and leisure, and commonly employed strategies included direct instruction, repeated practice, and assistive technology-based instruction. Online delivery was the most prevalent intervention setting, and group-based formats accounted for a substantial proportion of the studies. Program outcomes were measured using a range of variables, including stress, psychological resources, and mental health indicators, with many studies using standardized measures. These findings provide an integrated overview of current trends and limitations in intervention research on mental health promotion and stress reduction for adults with developmental disabilities, and offer foundational evidence to support methodological refinement in future research.

발달장애 성인, 정신건강, 스트레스, 중재연구, 체계적 고찰, Adults with Developmental Disabilities, Mental Health, Stress, Health, Systematic Review

이경우 Kyung Woo Lee , 백주희 Ju Hee Baek

DOI:10.34262/kadd.2026.30.1.15 Vol.30(No.1) 349-369, 2026

This study examined factors contributing to life satisfaction among parent caregivers aged 65 years and older who care for children with developmental disabilities, based on the stress process model. In particular, this study focused on primary stressors, including objective and subjective stressors, and investigated the effects of caregiving-related stressors on the life satisfaction. Using the 2024 Survey on the work and life of people with developmental disabilities, this study analyzed 502 older parent caregivers of children with developmental disabilities. Regression analysis results showed that among objective stressors, ADL dependency was not significant, whereas challenging behaviors were significant predictors of life satisfaction among older parent caregivers. Caregiving Burden, as a subjective stressor, was the strongest predictor of life satisfaction. On the other hand, caregivers’ income and education were significantly associated with increased life satisfaction. These results suggest that older parents’ life satisfaction depends less on objective conditions and more on their perceptions of caregiving conditions. This study provides theoretical and empirical evidence that enhances the understanding of older parent caregivers of children with developmental disabilities by analyzing the relative impacts of primary stressors on life satisfaction. Furthermore, these findings have implications for policy and practice in reducing caregiving burden and challenging behaviors, and they highlight the importance of developing intervention programs for older parent caregivers of children with developmental disabilities.

노년기 부모, 발달장애인 자녀, 삶의 만족도, 돌봄부담, Older Parents, Children with Developmental Disabilities, Life Satisfaction, Caregiving Burden

곽자경 Jakyeong Kwak , 전효정 Hyojeong Jeon

DOI:10.34262/kadd.2026.30.1.16 Vol.30(No.1) 371-394, 2026

This study examined the effects of self-esteem and employment status on subjective life satisfaction among individuals with developmental disabilities and tested the mediating effect of disability acceptance in these relationships. Data were drawn from the fifth wave (2022) of the Panel Survey of the Life of People with Disabilities conducted by Korea Disability policy Development Institute, and responses from 463 individuals with developmental disabilities were analyzed. Descriptive statistics, correlation analysis, and path analysis were conducted using SPSS 21.0 and AMOS 21.0, and the significance of the mediating effects was tested using a bootstrapping method. The results showed that disability acceptance among individuals with developmental disabilities had a partial mediating effect on the relationship between self-esteem and subjective life satisfaction, and a full mediating effect on the relationship between employment status and subjective life satisfaction. These findings indicate that self-esteem and employment experiences of individuals with developmental disabilities can influence their subjective life satisfaction through the psychological process of disability acceptance. Accordingly, establishing an integrated support system addressing self-esteem, employment status, and disability acceptance may be an effective approach to enhancing the subjective life satisfaction of individuals with developmental disabilities. In addition, social and relational competence-based intervention programs may serve as an effective strategy. Furthermore, the results provide policy implications highlighting the need to develop employment environments that consider the characteristics of developmental disabilities and to provide support for employment retention.

발달장애인, 자아존중감, 취업여부, 주관적 삶의 만족도, 장애수용, Individuals with Developmental Disabilities, Self-Esteem, Employment Status, Subjective Life Satisfaction, Disability Acceptance

고아라 A Ra Ko

DOI:10.34262/kadd.2026.30.1.17 Vol.30(No.1) 395-409, 2026

This qualitative case study aimed to derive educational implications for teaching writing to students with intellectual disabilities by exploring changes in writing performance that emerged during photograph-based computer writing activities. The participant was one high school student with an intellectual disability enrolled in a special class at a school where the researcher had worked. The study was conducted for approximately ten months, from March to December 2025. During this period, data were collected and analyzed, including photographs taken by the student, 125 written texts produced based on those photographs, and the researcher’s observation logs and memos. The findings were as follows. First, the student initiated writing through photographs and came to use taking photographs as a procedural cue for carrying out writing tasks. Second, the student expanded written descriptions beyond naming objects in the photographs and describing impressions to include thinking, inference, planning, and contextual information. Third, the student gradually broadened the range of topics addressed in writing and increased the amount of written description through the use of photographs. These findings suggest that photograph-based computer writing activities can function as a mediational tool to support the writing performance of students with intellectual disabilities.

지적장애, 질적 사례연구, 쓰기, 사진, 시각적 단서, Intellectual disability, Qualitative case study, Writing, Photographs, Visual cues

조혜경 Hye Kyung Cho , 강은영 Eun Young Kang

DOI:10.34262/kadd.2026.30.1.18 Vol.30(No.1) 411-434, 2026

This study aimed to analyze research trends in Korean studies on infants at risk of disability and infants with disabilities, including those identified as eligible for special education, in order to examine overall research patterns and characteristics. To this end, a total of 88 studies published in Korean academic journals between 1998 and 2025 were analyzed in terms of annual research trends, disability types, research participants, research topics, and research methods. The major findings were as follows. First, although research on infants at risk of disability and infants with disabilities has been conducted continuously since 1998, it showed temporary increases during specific periods (2014, 2015, and 2018). However, a sufficiently diverse body of research focusing exclusively on infants with disabilities has not yet been established. In terms of journal distribution, studies were primarily published in journals related to early childhood education and special education (38%), whereas research integrating childcare, therapeutic, and medical support perspectives was limited (7%). Second, with regard to disability types, the majority of studies (67%) focused on infants classified under broad categories of developmental delays or disabilities rather than on specific disability types. Third, in terms of research participants, studies involving infants and parents together and those targeting teachers were distributed at similar rates. While research centered on teachers and infants has continued to receive emphasis, studies focusing exclusively on parents accounted for a relatively small proportion. Fourth, analysis of research topics indicated that studies addressing the experiences, perceptions, and support needs of parents and teachers accounted for a high proportion, followed by studies on early intervention and intervention-related issues, and studies concerning policies and support systems in practice settings. Fifth, in terms of research methods, experimental studies accounted for the largest proportion (30%), followed by interview-based studies (22%), literature reviews (20%), and survey research (19%). Overall, although research on infants at risk of disability and infants with disabilities has expanded quantitatively, diversity in early intervention studies by disability type and the use of integrated research designs remain limited. Based on these findings, more diverse and systematic research is needed from a preventive perspective, taking into account the developmental plasticity of infancy. In addition, a multi-layered and systematic education and support system should be established for infants with disabilities, their families, and teachers. Finally, this study suggests the need to expand early intervention research by specific disability types and to adopt integrated research designs encompassing both quantitative and qualitative approaches.

장애 위험 영아, 장애 영아, 연구 동향, 문헌분석, 발달지체, Infants at Risk of Disabilities, Infants with Disabilities, Research Trends, Literature Analysis, Developmental Delay

이정미 Jeong-mi Lee , 박영근 Yung-keun Park

DOI:10.34262/kadd.2026.30.1.19 Vol.30(No.1) 435-455, 2026

The purpose of this study was to explore special education teachers’ experiences with the educational benefits and limitations of using generative artificial intelligence (AI) in school settings, as well as their perceived support needs for sustainable implementation. To this end, semi-structured written in-depth interviews were conducted with eight secondary special education teachers in Gwangju Metropolitan City who had experience using generative AI in their educational practice. The collected data were analyzed using the constant comparative method. The findings are as follows. First, special education teachers reported that they utilized generative AI for instructional material development, assessment documentation, and support for individualized education plans (IEPs), which enhanced the efficiency of administrative and instructional tasks. At the same time, they experienced limitations in educational use, including concerns about information reliability and the additional workload required to verify AI-generated outputs. Second, teachers identified the need for institutional and practical support to ensure the sustainable educational use of generative AI, including budgetary support for paid AI services, the sharing of practical resources and prompts tailored to special education contexts, and the expansion of practice-oriented, field-based professional development. These findings suggest that support for generative AI use should move beyond simple technology provision toward strengthening special education teachers’ agency and practical professionalism. This study is expected to provide foundational evidence for developing policies and support systems for the effective use of generative AI in special education settings.

특수교사, 생성형 인공지능, 교육적 활용 경험, 개별화교육계획, IEP, 지원 요구, Special education teachers, Generative artificial intelligence, AI, Educational use experiences, Individualized education plans, IEPs, Support needs

임삼현 Sam-hyun Lim , 황재민 Jae-min Hwang

DOI:10.34262/kadd.2026.30.1.20 Vol.30(No.1) 457-480, 2026

The purpose of this study is to analyze the basic plans for persons with developmental disabilities established by local governments and to propose future policy directions that enhance the quality of life and independent living of individuals with developmental disabilities. Recognizing that lifelong support is required due to cognitive and social limitations and that policies must therefore move beyond mere care toward a comprehensive approach ensuring self-determination, empowerment, and social inclusion: to this end, the basic plans of Seoul, Busan, and Gwangju metropolitan cities were comparatively analyzed using Mintzberg’s Strategic Thinking Model, the CIPP model, and Cooper’s Four-Dimensional Policy Analysis Framework across the dimensions of ideology and goals, policy process, program domains, and policy targets. The analysis found that all three cities emphasized “environmental creation” as a core policy ideology and focused primarily on “opportunity expansion” through infrastructure investment, while systems for performance evaluation and feedback remained insufficient, education-related projects dominated, and policy efforts were concentrated on adults, indicating a lack of balanced, life-cycle-oriented service design, with policies for infants, the elderly, and families largely limited to counseling and respite programs that provided minimal relief from caregiving burdens. Based on these findings, this study proposes a shift toward person-centered policies that guarantee self-determination, institutionalize performance evaluation and feedback, expand employment and economic self-reliance opportunities, establish integrated family support systems, design life-cycle-based services, and strengthen cooperative governance between central and local governments, and it has both academic and practical significance by diagnosing the current status of local governments’ policies for people with developmental disabilities and suggesting strategic directions for more person-centered and sustainable policy implementation.

발달장애인 기본계획, 지방자치단체, 정책분석, 전략적 사고모형, CIPP 모형, Basic Plan for Persons with Developmental Disabilities, Local Governments, Policy Analysis, Strategic Thinking Model, CIPP Model

남성희 Sung Hee Nam

DOI:10.34262/kadd.2026.30.1.21 Vol.30(No.1) 481-505, 2026

Parenting by individuals with intellectual disabilities represents a significant social reality, yet academic, policy, and practice-level discussions remain insufficient. This study seeks to provide foundational data and knowledge for supporting parents with intellectual disabilities by estimating their population size based on national statistics, reviewing existing literature on their lived experiences, examining research concerning their children, and analyzing related domestic and international policies and services. Findings from national survey data indicate that adults with intellectual disabilities who have children constitute a population of meaningful size rather than a rare exception. The review further reveals that understandings of these parents are shaped by the coexistence of a deficit model, a risk model, and a support/empowerment model. Based on this analysis, the study discusses implications for future policy development and service design.

지적장애가 있는 부모, 지적장애 부모의 자녀, 정책 및 서비스, Parents with Intellectual Disabilities, Children of Parents with Intellectual Disabilities, Social Policy, Support Services

정현진 Hyunjin Jung , 박지연 Jiyeon Park

DOI:10.34262/kadd.2026.30.1.22 Vol.30(No.1) 507-530, 2026

This study explored perceptions and support needs regarding school readiness to facilitate school adjustment among students with disabilities, drawing on the experiences of special education teachers working in special schools. Semi-structured, in-depth interviews were conducted with ten special education teachers who had taught first-grade students in elementary programs at five special schools located in Seoul, Incheon, and Gyeonggi Province between 2022 and 2024. The results of the qualitative analysis of the interview data are as follows. First, the difficulties that elementary school freshmen in special schools experience in adjusting to school included a lack of information, challenges related to the curriculum, difficulties in teacher-parent collaboration, issues with school readiness programs, and structural limitations. Next, the factors that influence the school readiness were student readiness and past experiences, family readiness and support roles, school-level readiness and support systems, and community support and influence. Finally, the support needs of special education teachers were categorized as expanding educational infrastructure and resources, building teacher capacity and support systems, and establishing collaborative systems with partner organizations and families. Based on these findings, implications and directions for supporting school readiness to promote successful school adjustment among students with disabilities were discussed.

학교 준비도, 초등과정 1학년, 특수학교, 특수교사, 질적 연구, School Readiness, First Grade Elementary Curriculum, Special Education School, Special Education Teacher, Qualitative Research

김영준 Young-jun Kim , 권량희 Ryang-hee Kwon

DOI:10.34262/kadd.2026.30.1.23 Vol.30(No.1) 531-564, 2026

This study aimed to develop a multi-specialized lifelong education curriculum module for people with developmental disabilities through collaboration between the Regional Innovation Center and the Global Lifelong Education Center affiliated with a Christian University. The method of this study was to select five experts who study lifelong education for people with developmental disabilities from the perspective of Christian community ministry, and the FGI process was established. The content of this study includes the multiple types of curriculum modules that can be specialized in lifelong education for persons with developmental disabilities at Christian universities, and suggests that Regional Innovation Centers and Global Lifelong Education Centers should intervene in a circulating flow at an organizational level to achieve this. As a result of the study, it was considered that Christian universities can specialize in lifelong education curriculum modules for persons with developmental disabilities, focusing on multiple types such as basic, intensive, and application of community ministry. In addition, collaboration and feedback measures were sought between Regional Innovation Centers and Global Lifelong Education Centers in Christian universities, focusing on the above multiple types. In this regard, it was suggested that the Regional Innovation Center within Christian universities should comprehensively assess the needs and current status of lifelong education for persons with developmental disabilities in their region. To justify this need, it was suggested that a learning talent donation education model and program centered on linking with school-age special education institutions could be introduced and operated, leading to the development of a curriculum module based on basic community ministry. To justify this need, feedback was provided on the introduction and operation of a learning talent donation education model and program centered on collaboration with school-age special education institutions. This, in turn, suggested the possibility of developing a curriculum module based on basic community ministry. In addition, it was emphasized that a global-level MOU agreement should be promoted to establish various infrastructures necessary for the module composition and operation of lifelong education curriculum for persons with developmental disabilities through the project functions of the Regional Innovation Center mentioned above. Ultimately, it was considered that Christian universities could comprehensively manage and operate customized lifelong education curriculum modules to support independent living based on the adult life cycle of persons with developmental disabilities from the perspective of regional innovation, and that this could be expanded into curriculum modules linked to residential colleges (RCs), entrepreneurship, and social cooperatives, thereby enabling community-enriching ministries to be implemented. Finally, if the community ministry on lifelong education for persons with developmental disabilities at Christian universities stabilizes in terms of operation and outcomes, it can be expanded into a curriculum module for training parents (families) as well as professionals from local related organizations. Furthermore, an applied community ministry was proposed where these curriculum modules can be shared and transferred to churches, sister universities, and other countries and regions. The results of this study suggest that Christian universities specializing in curriculum modules for lifelong education for persons with developmental disabilities within their region can be considered a sustainable policy at a global level, based on regional innovation.

Regional Innovation Center and the Global Lifelong Education Center Affiliated with a Christian University, Community Ministry, Persons with Developmental Disabilities, Multiple Specialization, Lifelong Education Curriculum Module, 기독교 대학교 부설 지역혁신원 및 글로벌평생교육원, 공동체 사역, 발달장애인, 다중 특화형, 평생교육과정 모듈

김두희 Du-hee Kim , 김명찬 Myeungchan Kim , 박명숙 Myungsook Park

DOI:10.34262/kadd.2026.30.1.24 Vol.30(No.1) 565-592, 2026

This study was conducted to deeply explore the essence and meaning of the experiences of mothers of children with autism spectrum disorder (ASD) during their master’s program at a graduate school of special education. The participants were five mothers of children with ASD who were either current students or graduates of the Department of Special Education at OO University. Data collected through in-depth interviews and Focus Group Interviews (FGI) were analyzed using Colaizzi’s phenomenological method. The findings are as follows: First, the motivation for entering graduate school stemmed from an intense desire to secure professional expertise in childcare and to restore personal agency amidst deep despair caused by the collapse of daily life and the internalization of social prejudice. Second, the graduate school experience revealed a shift in perception through a neurological understanding of disabilities and a support system of professional peers. This process involved transitioning from internalized guilt to a structural guilt―arising from the conflict between academic demands and caregiving―while dynamically reconstructing theoretical knowledge and practical parenting experiences. Third, through these experiences, the participants came to accept their children as they are and gradually moved beyond self-blame as sinners. They began to reconfigure their identities as parent‑professionals, combining expert knowledge with lived parenting experience, and as social advocates who aspire to design their children’s futures, discovering a proactive calling in life in this ongoing process. This study holds academic and practical significance by demonstrating that the experiences of primary caregivers of children with disabilities in graduate schools of special education transcend simple knowledge acquisition, leading to existential healing, identity transformation, and the empowerment of caregivers as advocates for their children’s specific futures.

특수교육대학원, 자폐성장애, 어머니, 현상학, Graduate School of Special Education, Autism Spectrum Disorder, Mother, Phenomenological Study