김경민 Kyoung-min Kim

DOI:10.34262/kadd.2022.26.3.40 Vol.26(No.3) 1-40, 2022

This study attempted to qualitatively analyze the consulting experiences on the implementation of individualized education program for childcare teachers for young children with disabilities working in inclusive daycare centers. The participants in the study were eight childcare teachers for young children with disabilities working at an inclusive daycare center in K-City, and were selected as purpose sampling. Semi-structured interviews were conducted for them, and to this end, a systematic interview guide was produced and used before the interview. The contents of the interview were transcribed, and the results were derived by the thematic analysis method. Participants' consulting experiences were classified into 5 topics and 17 sub-topics, including the purpose, method, content, and effectiveness, resources of consulting. In addition, based on the results of this study, the success factors, problems, and improvement plans of individualized education program consulting for inclusive daycare center teachers were discussed.

장애아통합어린이집, 장애영유아를 위한 보육교사, 개별화교육계획, 컨설팅, 주제분석, Inclusive Daycare Center, Care-Providing-Teachers for Young Children with Disabilities, Individualized Education Plan, Consulting, Thematic Analysis

박현옥 Hyeon-ok Park , 김정현 Jeng-hyun Kim

DOI:10.34262/kadd.2022.26.3.60 Vol.26(No.3) 41-60, 2022

The purpose of this study was to investigate the effect of positive behavioral support (PBS) on challenging behavior and social interaction of children with developmental delays in inclusive setting. The subject of this study was 4-years old children (male) with developmental delays showing high frequency rate of challenging behaviors in inclusive preschool classroom. Multiple baseline design across conditions design was utilized as a research design. Functional behavioral assessment interview form, motivation assessment scale, direct observation by A-B-C behavior scale were used. The results of the study were as follows: First, positive behavioral support was effective on reducing challenging behavior of young children with developmental delays in inclusive setting. Second, the positive behavioral support was improved the social interaction of young children with developmental delays in inclusive setting.

긍정적 행동지원, 문제행동, 사회적 상호작용, Positive Behavior Support, Social Interaction, Children with Developmental Delays

김동일 Dong-il Kim , 전유라 Yoora Jeon , 김희은 Hee-eun Kim

DOI:10.34262/kadd.2022.26.3.87 Vol.26(No.3) 61-87, 2022

The purpose of this study was to examine the effectiveness of reading interventions focusing on inferential ability for slow learner middle school students who were in a education blind spot. The study subject was 12 students who wanted additional intervention among slow learner classes at the S City Citizens' Association. The intervention program was conducted over 15 sessions, focusing on inference, a sub-item of reading comprehension. This program was conducted by examining the student's progress through pre-post and progress tests. As a result of the study, there was a significant improvement in reading comprehension for all grades. There was no significant improvement at the grade level, but there was progress. As a result of the progress analysis, various aspects differed by the intervention student's characteristics. Regarding the effect of this intervention, the reading interventions focusing on inferential ability is essential in improving reading ability of slow learner students.

느린학습자, 추론, 중재, 읽기, 중학생, Slow-Learner, Inference, Intervention, Reading, Middle School

이은영 Eun-young Lee

DOI:10.34262/kadd.2022.26.3.115 Vol.26(No.3) 89-115, 2022

The study sought to examine the effects on job satisfaction by working conditions of the workers with developmental disabilities focused on mediating effect about the independence willingness. It used the data of 705 persons who answered to all of major variables among 3,000 wage workers from the survey of work and life for the people with developmental disabilities in 2020 of Employment for the Disabled of Korea Employment Agency for the Disabled. The results was proved from four phases approach method on Hierarchical Multiple Regression of Baron & Kenny (1986), Job satisfaction was affected by the independence willingness on the mediating effect, the understanding and consideration of the colleague at work, the average number of working hours, monthly average wage. The mediating effect analysis through the Sobel test, Job satisfaction was affected by the independence willingness, mediating effect was verified about the understanding and consideration of the colleague at work. In order to enhance the job satisfaction the workers with developmental disabilities, the study suggested the realistic plans focused on understanding social integration to consider the characteristics of their disabilities. Based on these results, the policy and practice plan about a crash course in disability awareness on the improvement of the understanding and consideration of the colleague at work was suggested.

발달장애인, 직무만족, 자립의지, The People with Developmental Disabilities, Job Satisfaction, The Independence Willingness

김미점 Mi-jeom Kim , 박재국 Jae-kook Park , 김은라 Eun-ra Kim

DOI:10.34262/kadd.2022.26.3.137 Vol.26(No.3) 117-137, 2022

The purpose of this study is to understand the sensory processing ability of children with developmental disabilities and to find out their developmental characteristics. For this purpose, a research study was conducted targeting 210 parents of children with developmental disabilities, and the collected data were statistically analyzed according to the research question. As a result, first, the level of sensory processing ability of children with developmental disabilities had the lowest tactile processing ability and the highest auditory processing ability. Second, there was a significant difference between the sub-domains of the sensory processing ability of children with developmental disabilities according to gender, age, and degree of disability. Third, there was a significant difference in the developmental characteristics of sensory processing ability according to the type of disability of children with developmental disabilities. Therefore, through the results of this study, in order to provide and support services for children with developmental disabilities, it seems important to identify the developmental characteristics of sensory processing ability and provide appropriate and necessary service support accordingly.

발달장애아동, 감각처리 능력, 발달 특성, Children with Developmental Disabilities, Sensory Processing Ability, Developmental Characteristics

조형진 Hyeung-jin Cho , 김정연 Jeong-youn Kim

DOI:10.34262/kadd.2022.26.3.164 Vol.26(No.3) 139-164, 2022

This study examined the research trend of physical activity of students with developmental disabilities and proposed a direction for further research. 85 Korean journal articles from 2017 to December, 2021 were analyzed for this purpose. The results are followed: First, physical activity research with respect to students with developmental disability had annually been published, of which the most frequent one was from the Korean Journal of Adapted Physical Activity. The most popular research topic was ‘behavior measurement and evaluation’, while the frequency of research types was appeared in order of ‘experimental research’, ‘literature study’ and ‘survey research’. Second, after investigating the trend of experimental study, the most frequent research target and research design was ‘intellectual disability’ and ‘pre-post design’, respectively. As a result of independent variable analysis, most of the studies on games and sports were conducted, and the intervention environment was mostly conducted at community centers. The most popular dependent variables were psychomotor and affective domain, most of which were turned out to be effective. Based on these results, implications on physical education of students with developmental disability were discussed and directions for further research were suggested.

발달장애, 체육, 신체활동, 연구 동향, Developmental Disabilities, Physical Activity, Physical Education, Trend Analysis

임혜경 Hyek-yeong Lim , 이연재 Yeon-jae Lee

DOI:10.34262/kadd.2022.26.3.187 Vol.26(No.3) 165-187, 2022

The purpose of this study is to develop a final statement by generating ideas for supporting families of people with developmental disabilities (DD), and to understand it as a conceptual structure, and evaluate the importance of each statement. To this end, this study was conducted in six stages based on the conceptual mapping process proposed by Kane and Trochim (2006). 20 people participated in the idea generation interview and 45 people participated in the conceptual mapping analysis, respectively. It took 10 months from August 2021 to June 2022. To analyze the collected data, multidimensional analysis and hierarchical cluster analysis were performed using SPSS 22.0. The results are as follows. First, two dimensions was determined, and the X-axis was 'individual-family dimension.' and the Y-axis was 'individual-public service system dimension'. Second, three clusters was determined. Cluster 1 was 'systematic support for transition to adulthood', cluster 2 was 'customized information provision and appropriate infrastructure construction', and cluster 3 was 'multiple and comprehensive support'. Third, the importance of supporting families with developmental disabilities was highly rated at 3.78. By cluster, the average score of statements belonging to cluster 2 was found to be the highest at 3.86. Based on the results, this study discussed ways to support families of people with DD and suggestions for follow-up research.

발달장애인, 가족지원, 개념도, 다차원분석, 군집분석, People with Developmental Disabilities, Family Support, Concept Mapping, Multidimensional Analysis, Cluster Analysis

이선희 Sun-hee Lee , 김혜란 Hye-ran Kim , 이수진 Soo-jin Lee , 김영표 Young-pyo Kim

DOI:10.34262/kadd.2022.26.3.214 Vol.26(No.3) 189-214, 2022

In this study, the characteristics of the ‘Ordinance on Guarantee of Rights and Support for people with developmental disabilities’ enacted by five local governments in Chungcheongbuk-do were identified by the content analysis method. In addition, by deriving points for improvement through the aspect of connection with higher laws and the aspect of autonomy reflecting regional characteristics, the legal basis for guaranteeing and supporting the rights of people with developmental disabilities was prepared and a direction for practical implementation was presented. The study results are summarized as follows. First, in the purpose, responsibility, establishment and implementation of the master plan, and the support project, there was no significant difference, although there were differences in the level of subject or responsibility emphasized by region. and there were peculiarities in the provisions of fact-finding, self-help group activation, vocational training support, lifelong education support, support committee establishment, protection and nurturing of welfare organizations, duty to observe confidentiality, and education and public relations provisions. Second, there were no local governments that included all the provisions to confirm the accountability of local governments presented in the upper law. Considering the characteristics of the region, the current situation of the population by life cycle of people with developmental disabilities in Chungcheongbuk-do and the improvement direction that reflects the local projects for people with developmental disabilities were presented. Through this, the necessity of enacting and amending ordinances in consideration of future connectivity and autonomy was discussed.

발달장애, 권리보장, 조례, 지방자치단체, Developmental Disabilities, Rights Guarantees, Ordinances, Local Governments

전미현 Mi-hyeon Jeon , 김영숙 Young-sook Kim

DOI:10.34262/kadd.2022.26.3.240 Vol.26(No.3) 215-240, 2022

The purpose of this study examines the effectiveness of customized physical activity programs that take into account basic movements, physical motor development, and individual perceptual and athletic abilities of people with developmental disabilities. For this reason, this study was conducted based on relevant literature and prior research for the development of customized body manual programs. In addition to the characteristics of people with developmental disabilities, a theoretical review was conducted on the characteristics of perceptual and motor abilities. To explain the research method, among the single target research methods, AB research design was based. Basic Line (Week 2) - Arbitration (Week 12) - Retention (Week 2) Stage has been constructed. The total duration of the study is 16 weeks. After guiding three adults with developmental disabilities individually through a customized physical manual program for the developmentally disabled, a PaMA (perceptual and motor ability) test tool was used to verify and analyze the effect of improving perceptual-motor ability of people with developmental disabilities. As a result of analysis the three (A, B, C) are the subject of the study, adults with developmental disorders. All of the adult development disorders (A, B, C) studied showed good effects in improving body perception, spatial perception, direction perception, and time perception, and scored higher than ±2 standard deviation. Therefore, the step-by-step and repetitive application of special physical activity programs for the intellectually disabled who have stagnant physical, cognitive, and emotional developmental functions can help improve cognitive and learning ability as well as improve large and small motor functions of the intellectually disabled. will show The study results were derived that it effectively acts on perceptual-motor ability.

맞춤형 신체매뉴얼 프로그램, 성인발달장애인, 지각-운동능력, PaMA(perceptual and motor ability) 검사 도구, Special Physical Activity Program, Adult Intellectual Disability Perceptual-motor Ability, PaMA (Perceptual and Motor Ability) Test Tool

김원호 Won-ho Kim , 박다원 Da-won Park , 박지석 Ji-seok Park , 허병훈 Byoung-hun Heo

DOI:10.34262/kadd.2022.26.3.259 Vol.26(No.3) 241-259, 2022

The purpose of this study is to explore the necessity of developing textbooks and guidebooks for each content area of arts and culture education among lifelong education courses for people with developmental disabilities. To this end, a survey was conducted with 103 experts in the field of lifelong education for the disabled. Results were derived through mean comparison, repeated measures ANOVA, and regression analysis of the collected data. The study analysis results are as follows. First, as a result of confirming the difference in perception by content category of culture and arts education with field workers, hobbies, viewing, and travel were confirmed in that order. Second, the recognition level for each content category of culture and arts education was classified differently for each of the eight categories and structured into three categories. Hobbies and leisure sports had the highest recognition level of necessity. Five categories of viewing appreciation, travel, everyday art, popular art, and performance exhibition were structured. In the leisure sports category, the recognition of experts was statistically the lowest. Third, the necessity of cultural arts education for each content category was confirmed according to demographic characteristics. For hobbies, qualifications (special education teachers, rehabilitation counselors) were significantly influenced by the type of institution for viewing, travel by institution type, job title and rank, daily art by institution type, qualifications (special education teachers and rehabilitation counselors), and performance exhibition by institution type It was confirmed that it had a significant effect. Based on this, research proposals for the establishment of specialized facility infrastructure related to culture and arts education, reinforcement of lifelong education qualifications, and the establishment of professional qualifications among lifelong education for the developmentally disabled are presented and limitations of research are presented..

발달장애인, 평생교육, 문화예술교육, 교재, 지도서, Developmental Disabilities, Lifelong Education, Culture and Arts Education, Textbooks, Guidebooks

강성하 Sung-ha Kang , 최민식 Min-sik Choi

DOI:10.34262/kadd.2022.26.3.290 Vol.26(No.3) 261-290, 2022

The purpose of this study is to explore the competency factors and their hierarchical models required for workers in lifelong education centers for developmental disabilities so that they can understand the specificity of people with developmental disabilities and provide professional education. Based on previous studies and in-depth interviews, the research method looked for competency factors related to the provisional job content of center workers. A competency model was presented by conducting three Delphi surveys on 20 experts with experience and understanding of lifelong education for the disabled. Representation, clarity, and inclusiveness of the main competency factors of workers in lifelong education centers for developmental disabilities were analyzed, and descriptive responses were included in the competency factors to cultivate expertise. In detail, the factors with low content validity (CVR) were modified, deleted, and added by reflecting the opinions of the expert panel. The results of this study suggest that the competency factors of the workers in the lifelong education center for the developmental disabilities are derived from 16 competency factors and 77 competency indicators, including three competency groups: 'the theory and knowledge of the center workers', 'the job performance skills of the center workers', and 'the value and attitude of the center workers'. The development of the capacity of the center workers included acquisition and re-education of lifelong education related to the disabled, establishment of lifelong education for the disabled, designation of lifelong education training institutions for the disabled, and establishment and support for the identity of the employees.

발달장애인평생교육센터, 중도발달장애인, 평생교육, 종사자, 역량, Lifelong Education, Center for Persons with Developmental Disabilities, Adults with Moderate Developmental Disabilities, Teachers, Competency

유승주 Seoung-ju Yu

DOI:10.34262/kadd.2022.26.3.314 Vol.26(No.3) 291-314, 2022

This study is a study on the status of independent living and self-reliance system of persons with developmental disabilities who have been discharged from residential facilities. The purpose of this study is to create and suggest an independent model through the characteristics and process of independent living of people with developmental disabilities. The research method is a phenomenological analysis method through in-depth interview after the presentation session with 7 people with developmental disabilities who became independent. Research results first show that daycare centers have different motives for legal independence according to age in residential facilities for the disabled. Independent Living and experience follow their own decisions and responsibilities along with free daily life, and through this, they are characterized by individual growth and socialization and at the same time by not exposing personal information. Second, the Independent Living life process of people with developmental disabilities proceeded in the order of Independent Living motivation → Independent Living preparation → Independent Living experience → Independent Living implementation → Independent Living adaptation. Third, the improvement factors necessary for the Independent Living life of people with developmental disabilities are "preemptive factors" such as occupation, housing, and health, and "policy factors" such as Independent Living support systems and support. In addition, as a Independent Living support program, training on economic independence, social independence, and daily life independence was presented as 'practical factors' and support and help of institutional workers, guardians, activity assistants, and seniors were presented as 'human factors'. The Suggestions include strengthening the self-determination right of people with developmental disabilities following deinstitutionalization, establishing a practical independent living support system, encouraging active social participation for people with developmental disabilities to lead an independent life in the local community, strengthening the accountability of the state and local communities, and focusing on facilities. It requires the establishment of a specialized support system for independent living through multilateral support from the developmentally disabled, the institution in charge of the support task, the local community, and the government, rather than a facility-centered unilateral choice for independence.

발달장애인, 자립생활, 자립체계, 현상학적 연구, Persons with Developmental Disabilities, Independent Living, Independent Living System, Phenomenological Theory

신효순 Hyo-sun Shin , 이원령 Won-ryeong Lee

DOI:10.34262/kadd.2022.26.3.336 Vol.26(No.3) 315-336, 2022

The purpose of this study was to find necessary support measures through the working status and the current appearance and experience of work life for people with developmental disabilities. To this end, seven adults with developmental disabilities were selected as research participants, and individual in-depth interviews were conducted, and the collected data were analyzed based on the continuous comparative analysis method. As a result of data analysis, 3 main themes and 9 sub-topics were derived. First, in a meaningful work life, it was found to be the pleasure of being able to work and positive feedback, and self-reliance efforts in economic life and daily life in connection with work life. Second, difficult work life was found to be stress on work, concerns about health, and emotional difficulties in interpersonal relationships. Third, in hope and effort for the future, the hope for continuous employment, thoughts on marriage and independence, and hope for a new job were revealed. Based on the research results, it was suggested that social interest and support for self-reliance and positive feedback through jobs, a counseling system for stress and emotional difficulties, necessary employment information, and healthy life management are needed.

발달장애, 직장생활, 취업, 질적 연구, Developmental Disabilities, Work Life, Employment, Qualitative Research

하상지 Sang-jee Ha , 이영선 Young-sun Lee , 김환희 Hwan-hee Kim

DOI:10.34262/kadd.2022.26.3.366 Vol.26(No.3) 337-366, 2022

The purpose of this study is to systematically analyze the overall characteristics and specific contents of the studies that implemented mobile app utilization education for adults with developmental disabilities, and suggest the direction for future research and education. Total of 29 studies domestic and abroad were selected by specific criterion and analyzed. The result showed that the age of the research participants was limited, that research was mainly carried out based in educational institution inside a school or community, and that over half of the studies were focusing on improving job skills as an intervention goal. The specific analysis results on the app utilization education were that apps categorized for productivity and camera/album were mainly used, that over half of the studies used commercialized apps, and that the data most used in the app was video and text. Also, many studies took the mode in which the app and user interacts in double-way and used prompts and modeling as an intervention strategy. Research was limited in having research participants perform independently. From the analysis above, several discussion points were made: (1) consideration on supports throughout the transition domains within the practical life-based environment and intervention strategies focused on generalization, (2) use of variety of apps considering the users with developmental disabilities, (3) provision of various data and interactions in app, (4) provision of education considering the wide spectrum of age of research participants.

지적장애, 자폐성장애, 모바일기기, 앱 소프트웨어, 문헌연구, Intellectual Disabilities, Autism Spectrum Disorders, Mobile Device, Application Software, Literature Review

김태윤 Tae-yun Kim

DOI:10.34262/kadd.2022.26.3.399 Vol.26(No.3) 367-399, 2022

The purpose of this study is to suggest the direction that included child care for the disabled should pursue by seeking solutions to improve and strengthen the expertise of "childcare teacher for infants with disabilities"through exploration of the following contexts. A general qualitative research method was used, and the data collected through in-depth interviews were 'thematic coding' method. As a result of the analysis, 120 semantic units, 42 concepts, 13 sub-categories and 5 categories were deduced. And as a result of the study, it was found that the professional identity of the "childcare teacher for infants with disabilities" can be formed when "reflexivity" that combines individual reflective thinking and reflective practice is exercised. Improving the professionalism and accountability of "childcare teacher for infants with disabilities" is a measure to improve the quality of included daycare for children with disabilities. suggest that change is needed.

전문적 정체성, 통합보육, 장애영유아를 위한 보육교사, Disability, Childcare Teacher, Professional Identity

여승수 Seung-soo Yeo

DOI:10.34262/kadd.2022.26.3.427 Vol.26(No.3) 401-427, 2022

The main purpose of this study was to develop a framework of systematic replication studies for evaluating the effectiveness of evidence-based practices. This study expanded a framework of systematic replication studies developed by Coyne et al. (2016). Unlike Coyne et al’s work, this study comprises five clear steps of a framework of systematic replication studies. The first and second type of replication study in this framework encompass exact replication studies conducted by the author(s) and an independent author(s) of an original finding. The third type of replication study in this framework was associated with conceptual replication studies. The fourth type of replication study in this framework comprises conceptual replications in field settings. Meta-analyses are the fifth and last type of study in this framework. This comprehensive typology suggested by this study will provide special education researchers with some guidelines for enhanced scientific evidence of evidence based practices in special education.

특수교육, 증거기반교수, 반복 연구, 반복 연구 체계, Special Education, Evidence-Based Practices, Replication Studies, Replication Typology

나경은 Kyong-eun Na , 임소정 So-jeong Lim

DOI:10.34262/kadd.2022.26.3.456 Vol.26(No.3) 429-456, 2022

The purpose of the study was to analyze research trends and keyword networks on special education paraeducator in domestic academic journals after analyzing special education operation plans for 2022 of 17 metropolitan and provincial offices of education. Through this, it was intended to derive comparisons and contrasts with past trend studies and derive implications that can contribute to the internalization of the special education support manpower system. First, as a result of analyzing special education operation plans of metropolitan and provincial offices of education across the country, it was found that most provincial and provincial offices of education prepared guidelines equivalent to the operation plan of the Ministry of Education. Second, recent studies were on the operation, job, and competency of special education paraeducator and some studies on the subject of attitude of special education paraeducator, conflict with perception and experience. Third, except for the name of special education paraeducator in the research trend keyword network, the influential keywords were 'job satisfaction', 'recognition', 'mediating effect', 'mission importance', and 'job stress'. Based on these results, implications and suggestions for future research were discussed.

특수교육지원인력, 시·도교육청 운영계획, 연구동향, 키워드 네트워크, Special Education Paraeducator, Special Education Operation Plans of Metropolitan and Provincial Offices of Education, Research Trends, Keyword Network

김경열 Keoung-yeol Kim

DOI:10.34262/kadd.2022.26.3.471 Vol.26(No.3) 457-471, 2022

This study was conducted to explore the occupational meaning of intellectually disabled people by analyzing their work experiences after receiving school-age education in Korea. The research questions are as follows. First, what do intellectually disabled people struggle with in their work lives? Second, what makes people with intellectual disabilities endure working life? Third, what is the meaning of the job that intellectually disabled people think? This study was conducted as a qualitative case study method that can obtain in-depth information on the meaning of the occupation of intellectually disabled people who have completed school-age education through the voices of five intellectually disabled people with 3 years or more of special education during school age. Three top categories (tough due to continuous human relationship conflict, tough due to tomorrow, weak due to work) and seven bottom categories (misunderstanding and inexperienced dealing with reason, wanting to make money and open a store, looking forward to pay day, self-management, self-confidence, concentration, and less challenging behavior) were found. Through this study, it was possible to see how intellectually disabled people who have completed school-age education overcome the difficulties of their professional lives and give meaning to their jobs.

전환교육, 장애인복지, 특수교육, 사회복지, 직업재활, Transitional Education, Welfare for Persons with Disabilities, Special Education, Social Welfare, Vocational Rehabilitation

손병문 Byeong-mun Son , 최은영 Eun-yeong Choi

DOI:10.34262/kadd.2022.26.3.496 Vol.26(No.3) 473-496, 2022

This study is to analyze the research trends of Korean painting art therapy and provide basic data to prepare a plan for using in the art therapy field. As of June 2022, Korean painting art therapy was searched through various keywords at academic information institutions. A total of eight pieces, including literature analysis that examined the unique characteristics of Korean paintings in connection with art therapy and program execution studies with descriptions of the unique characteristics of Korean paintings were analyzed as characteristics of Korean painting art therapy and program characteristics of Korean painting art therapy. The results are as follows. First, in terms of the unique characteristics of Korean art therapy, the ideas of Confucianism, Buddhism, Taoism, naturalism, Yin and Yang, and monism were applied as the philosophy of Korean painting. Features include 'expression of lines,' margin, implication, shift perspective, appreciation method, 'writing topics and taking optimistic pictures' and 'basic posture of Korean painting production'. The media used ink, brush, paper, and inkstone for art therapy to expand the human mental domain, accept tension and anxiety, and present effects on self-growth and control. Second, in terms of the program characteristics of Korean art therapy, most of the subjects were 8 to 12, and a total of 11 to 18 sessions were applied once a week, more than 120 minutes per session. The contents of the program were organized to discuss the unique characteristics of Korean painting required according to the goals of each session and then to experience it naturally through art work or art work. The execution results commonly reported in two or more analysis subjects were 'relaxation in blank', 'self-awareness', 'acceptance of Korean paper', and 'freedom of brushwork'. In the future, studies on the unique characteristics of Korean painting, therapeutic factors, considerations according to subjects such as developmental disabilities, and effects according to types and levels of various subjects are needed.

미술치료, 한국화, 연구 동향, Korean Painting, Art Therapy, Research Trends

서홍란 Hong-lan Seo , 정소연 So-yon Jung , 한미경 Mee-kyung Han , 고은지 Eun-ji Koh

DOI:10.34262/kadd.2022.26.3.517 Vol.26(No.3) 497-517, 2022

Based on the perspectives of both youth and parents, this study sought to shed light on the challenges and changes experienced by transition-age youth (TAY) with developmental disabilities (DD) living in the era of COVID-19. This study conducted in-depth online individual interviews with nine pairs of TAY with DD and their parents between mid-July and late August 2021. The results revealed 4 themes and 10 categories. The key findings show that TAY with DD demonstrated good understanding and follow-through regarding adhering to COVID-19 prevention measures, yet they experienced negative transformations in their daily lives and routines due to COVID-19 restrictions. Furthermore, participants in school settings experienced difficulties inherent in online learning and in using digital devices, while participants in work settings experienced changes, including job loss and/or difficulty in maintaining employment. Although the participants also reported subtantially reduced community-based programs and services, the TAY with DD in our study strived to seek opportunities for growth and a better future during this global pandemic. This study suggests ways to develop sustainable social responses for TAY with DD during COVID-19 and in the post-COVID-19 era.

전환기 발달장애 청소년, COVID-19, 온라인 개별 인터뷰, 삶의 변화, Transition Age Youth (TAY) with Developmental Disabilities, Online Individual Interview, Changes of Life