이종남 Jong-nam Lee

DOI:10.34262/kadd.2018.22.2.1 Vol.22(No.2) 1-26, 2018

The purpose of this study is to explore self-determination experience of people with developmental disabilities in their daily lives. For this purpose, in-depth interviews were conducted with 8 people with research participants, and the data of self-determination experience of participants were analyzed. As a result of the study, participants reported that they had depended on other people before the experience of self-determination because of ‘continuous neglect and discrimination’, ‘emotional hurt by people who don’t understand disabilities’. However, participants have changed as main characters in their lives on account of ‘continuous support’, ‘discovery of their own values’, ‘building interdependent relationship’ and ‘acceptance of other people’ after the experience of self-determination. Finally, three themes emerged using the qualitative analysis: first step, recognizing their own values through continuous support, second step, self-directed life, and third step, living in their own lives through the change of other people’s perception to people with developmental disabilities.

발달장애인, 자기결정, 질적 사례연구, People with developmental disabilities, Self-determination, Qualitative case studies

김경열 Keoung-yeol Kim

DOI:10.34262/kadd.2018.22.2.27 Vol.22(No.2) 27-42, 2018

This research was designed to find the necessity, limiting factor, practice supporting factor and policy supporting factor in lifelong education for learner with developmental disability The results of this study are as follows; Frist, factors of necessary factor for building of lifelong education for learner with developmental disability are the protecting the their intelligent characteristic, the maintaining skill for common life and the giving the channel to society Second, factors of limiting factor for building of lifelong education for learner with developmental disability are a lack of finances, expert and social prejuice. Third, factors of practice supporting factor for building of lifelong education for learner with developmental disability are government's support in budget of education, school for persons with disability Finally, factors of policy supporting factor for building of lifelong education for learner with developmental disability are government's support in budget of education, building systematic network for education.

특수교육, 발달장애, 장애인 복지, Special Education, developmental disabilities, Social Welfare for the disable

권명숙 Myung-sook Kwon , 임진선 Jin-seon Yim

DOI:10.34262/kadd.2018.22.2.43 Vol.22(No.2) 43-66, 2018

The purpose of this study is to explore in depth the experience of cooking activities in individuals with developmental disability and thereby discover its meaning and value. For such purpose, I will examine my experiences and trial and error, as well as the changes in perception of the researcher from the course of implementing cooking activities during the past 10 years for individuals with developmental disability. I have been administering cooking activities with individuals with developmental disability from 2007 to this day in 2017. The motives for starting cooking activities originated from my activity as a therapist; first was the inner conflict in myself from not being able to overcome the boundaries between parents and therapist in facing children with various disabilities, and second was how habitual it was for me as a therapist to spend each day with similar lessons at a similar time. For this reason, I had to find a fun activity that involved both the concerns of the parents and the professionalism of a therapist, which was 'cooking activity'. To ensure that the cooking activity with individuals with developmental disabilities allow appropriate education for the characteristics of the disability as well as for the development stage and provide treatment support service, I enabled connection with daily life and lifelong learning. Additionally, I found significant meaning for optimistic understanding in personal lives. From this study, one may find the potential of an implementable program that can be utilized by anyone, based on the meaning and value of cooking activities with individuals with developmental disability.

발달장애인, 요리활동, 요리치료, 자문화기술지, Developmental disability, Cooking activity, Cooking therapy, Autoethnography

박예리 Ye-ri Park , 이성봉 Sung-bong Lee

DOI:10.34262/kadd.2018.22.2.67 Vol.22(No.2) 67-92, 2018

This study was conducted to investigate the effects of Adapted Melodic Intonation Therapy(MIT) on spontaneous utterance of a nonverbal child with autism spectrum disorders. A male, nonverbal with autism spectrum disorders who has extraordinary musical ability despite severe developmental delay served as a participant of this study. Alternating treatments design was employed to verify the effectiveness of the adapted MIT for the participant. The experimenter analyzed the number of attempts on spontaneous utterance under two different conditions; adapted MIT and existing speech imitation training. Results indicated that the number of attempts had increased more rapidly under the implementation of the adapted MIT than the speech imitation training. Moreover it also had accelerated the increase in the number of occurrences of exact spontaneous utterance. Limitations of generalization relevant to this study were discussed and the need of follow-up study was suggested.

멜로디 억양기법, 무발화, 자발화, 자발어, 자폐스펙트럼장애, Melodic Intonation Therapy, nonverbal, spontaneous utterance, autism spectrum disorders

서석진 Seok-jin Seo , 도명애 Myung-ae Do

DOI:10.34262/kadd.2018.22.2.93 Vol.22(No.2) 98-120, 2018

The purpose of this study is to look into the effect of game activity through peer intervention on social behavior of an infant with developmental delay. The study targets are 3 infants(2 male and 1 female) with developmental delay, and 12 general infants at DR Day Care Center located at Dalseo-gu, Daegu. A total of 30 sessions were studied through a multiple baseline design in an integrated class from April 6, 2017 to August 1, 2017. The game activity through peer intervention was conducted twice a week to see the effect on the frequency of initiation behavior and response behavior which are social behaviors, according to the annual educational plan. It shows an increase on the intervention line of initiation behavior(initiating, dividing, asking for help, proposing a play)and response behavior(imitating, responding to peer behavior) which is not seen on the baseline and continued on the maintenance line. The study confirmed that game activity through peer intervention has a positive effect on infant social behavior, initiation and responding behavior.

발달지체유아, 게임 활동, 사회적 행동, 또래중재, 통합보육, An Infant with Developmental Delay, Game Activity, Social Behavior, Peer Intervention, Integrated child care

윤형준 Hyung-jun Yun

DOI:10.34262/kadd.2018.22.2.117 Vol.22(No.2) 117-132, 2018

This study aims to investigate experiences and needs of students with physical disabilities when they use mobile messengers for which AAC was applied and develop measures to actively use them in everyday life. For the purposes, this study applied web-based complementary and alternative communication boards and pictures for Kakao Talks mobile messengers and investigated the process and results of talks through mobile messengers targeting 2 students with physical disabilities and their families. This study repeated the following circulatory process five times: Usage planning, application, observation, retrospection, evaluation, modification and re-planning. In each session, the subjects were observed and intensively interviewed. The results are presented as follows: First, the Acc-applied mobile messengers satisfied the subjects' needs to communicate in diverse situations and they attempted to communicate for themselves. Second, they had a few difficulties in using the Acc-applied mobile messengers: Difficult using procedure of the messengers and delay in messenger talks. Third, they suggested a few things to improve: Message transmission procedure should be simplified and touch recognition should be improved. Therefore, based on the results above, it was suggested that for students with physical disabilities who had difficulties in communication, further studies should give a focus on development of an advanced AAC applied mobile messengers program and its practical application of the program.

지체장애, 뇌병변장애, 모바일 메신저, 실행연구, Physical Disabilities, AAC, Mobile Messengers, Experimental Study