• Smart Media Journal
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• v.13 no.5
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• pp.19-25
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• 2024

The biggest type of behavior that prevents people with developmental disabilities from entering society is aggressive behavior. Aggressive behavior can pose a threat not only to the personal safety of the person with a developmental disability, but also to the physical safety of others. In this study, we propose a wearable system using a low-power processor. The proposed system uses an IMU (Inertial Measurement Unit) to analyze user behavior, and when attack behavior is not detected for a certain period of time through an LED array attached to the developed system, an interesting LED is displayed. By expressing patterns, we provide behavioral intervention through compensation to people with developmental disabilities. In order to implement a system that must be worn for a long time in a power-limited environment, we present a method to optimize performance and energy consumption across all stages, from data preprocessing to AI model application.

• Child Health Nursing Research
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• v.12 no.1
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• pp.44-56
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• 2006

Purpose: The purpose of this study was to investigate the health education needs of mothers who are nurturing children with disabilities. Method: A descriptive study was done and the participants were 108 mothers of children with disabilities such being mentally challenged, developmentally delayed or having a disability involving brain damage. The questionnaire was a health education need assessment with 11 categories(58 items) developed by Han et al. The data were analyzed using SPSS program. Results: The mean score for health education needs of the mothers of children with disabilities was 3.83 (SD=0.58) out of a maximum 5. The health education need for acquisition of knowledge and information had the highest score (4.40±0.54) followed by health education needs for cognitive development and learning (4.31±0.64), interpersonal relationships (4.04±0.65) and behavior and emotion (4.04±0.79). There were significant differences between the children's sex (t=2.08, p=.04), birth order (t=2.17, p=.03), grade of disability (F=3.32, p=.02) and sex education suitable to the child's in age. Conclusion: The health education needs of mothers of children who are disabled were very high and varied. Therefore, it was important to develop comprehensive education programs which include this content and provide opportunities for mothers of children with disabilities to receive this education.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.33 no.1
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• pp.279-299
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• 2022

This study tried to identify the reading and library use and requirements of children and young adults with disabilities in school age, and to suggest improvements in library policy, centered on the National Library for the Disabled Unlike the library policy centered on the creation of alternative materials and the establishment of an integrated cataloging system for alternative materials, children and young adults with disabilities mainly use paper books, and 80% of them hardly use the library. This study established a system centered on the special school library and proposed to establish a foundation for enjoying reading culture through curation of books by disability type and developmental age. In addition, based on the development of international standardization of multimedia collections, cooperation with the National Library for Children and Young Adults, and the expansion of librarian, collections, and budgets of special school libraries, linkage with students with disabilities in special classes of general schools was suggested.

• Journal of Korean Library and Information Science Society
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• v.54 no.3
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• pp.129-163
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• 2023

The purpose of this study is to identify reading competency and its components according to the concept of reading competency in order to strengthen the reading competency of children and adolescents with disabilities, develop diagnostic questions, and provide basic data for the development of a reading competency diagnostic tool for children and adolescents with disabilities, Research methods include literature research, brainstorming, delphi survey, and preliminary research. As a result of the study, the components of the reading competency diagnostic tool are broadly divided into 2 areas (affective domain, environmental domain), 4 categories (reading motivation, reading attitude, human environment, and physical environment), and a total of 13 components in each of the 4 categories (Reading interest, reading value, reading recognition, reading expectations, reading habits, reading efficacy, reading immersion, reading anxiety (avoidance), home/family, school/teacher, peers, reading environment, media environment) and the corresponding questions. was developed. Based on these results, a direction for developing a reading competency diagnostic tool for children and adolescents with disabilities was presented.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.33-39
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• 2023

Although COVID-19 has transitioned to a level 4 infectious disease in 2023 and has entered a stable trend, in special education settings, the importance of supporting the academic and social development gaps of students with disabilities caused by non-face-to-face learning situations such as remote classes during the COVID-19 period is emerging. there is. Accordingly, in this study, in order to identify and support the educational status and academic deficits of students with disabilities after COVID-19, we conducted a survey targeting 2,214 special education teachers in 17 cities and analyzed the results. As a result of the study, due to COVID-19, the developmental delay and educational gap in students with disabilities in terms of academics, emotions, and behavior deepened, and there was a high demand for manpower support, psychological counseling, and medical support for emotional behavior as a way to support this. Based on the results of this study, follow-up results were proposed.

• Korean Journal of Childcare and Education
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• v.10 no.2
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• pp.261-294
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• 2014

According to the features of pluralistic society, the needs of educare are also more diversified in terms of educare for young children with disabilities, multi-cultural background, infant-toddlers, and children who need time extended care. Recently, as the interest in these vulnerable areas is increased, providing quality child-care services have become more emphasized. Therefore, this study investigated the statuses, issues, research trends and suggested developmental directions of child care services for disabilities, multi-cultural, infant care, and time extended care. Implications and suggestions for research, practice, and policy development in the future were provided.

• Korean Journal of Human Ecology
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• v.13 no.5
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• pp.625-636
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• 2004

The purpose of this study is to examine the types of the stress and coping behaviors perceived by mothers of children with disabilities, and to investigate factors affecting their life satisfaction. For this study, we surveyed 239 mothers living in the city. The results are as follows: First, we can categorize the stress into parental stress, economic stress, child developmental stress, physical stress, and emotional stress. Second, we can classify the coping behaviors into active efforts, avoidance, and emotional diversion. Lastly, life satisfaction of mothers of children with disabilities tends to depend on such factors as emotional stress, husband's support, parental stress, emotional diversion coping, economic stress, school- children, and their education.

• Child Studies in Asia-Pacific Contexts
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• v.7 no.1
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• pp.1-13
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• 2017

The rich cultural backgrounds and practices of children from native cultures are often absent in classroom instruction, as teachers might feel that they have inadequate knowledge and backgrounds in the unique practices of these populations. Historically, children from native cultures have had challenging educational experiences and poor educational outcomes. To address these challenges, we propose a Family and Culture Based (FCB) framework that draws from family-centered practice, asset-based practice, and culturally responsive pedagogy. This article describes the three steps of the FCB framework, which uses a teacher-as-learner approach to instruct students from native cultures by engaging teachers in reflection, gaining knowledge about the cultural practices of the family and community, and integrating the new knowledge into practice. We use a Pacific Islands case (Native Hawaiian family) and a Pacific Northwest case (First Nations family) to illustrate the potential benefits of using the FCB framework with indigenous students.

• Clinical and Experimental Pediatrics
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• v.58 no.1
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• pp.8-14
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• 2015

In patients with a language developmental delay, it is necessary to make a differential diagnosis for autism spectrum disorders (ASDs), specific language impairment, and mental retardation. It is important that pediatricians recognize the signs and symptoms of ASDs, as many patients with language developmental delays are ultimately diagnosed with ASDs. Pediatricians play an important role in the early recognition of ASDs, because they are usually the first point of contact for children with ASDs. A revision of the diagnostic criteria of ASDs was proposed in the Diagnostic and Statistical Manual of Mental Disorders, fifth edition (DSM-5) that was released in May 2013. The autism spectrum describes a range of conditions classified as neurodevelopmental disorders in the fifth edition of the DSM. The new diagnostic criteria encompasses previous elements from the diagnosis of autistic disorder, Asperger disorder, childhood disintegrative disorder, and pervasive developmental disorder-not otherwise specified. An additional change to the DSM includes synthesizing the section on social and communication deficits into one domain. In ASD patients, the appropriate behavioral therapies and rehabilitation treatments significantly affect the prognosis. Therefore, this makes early diagnosis and treatment very important. In conclusion, pediatricians need to be able to recognize the signs and symptoms of ASDs and be attentive to them in order to make an early diagnosis and provide treatment.

• Journal of Physiology & Pathology in Korean Medicine
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• v.19 no.2
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• pp.568-572
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• 2005

This study is aiming for evaluating the factors influencing rehabilitation medical desire in parents (RMDP) with developmental disability children. This study was made with a randomized sample of 156 parents, who were given a questionnaire about how they feel medical needs for their children. The results of the study were as follows: The RMDP is significantly high in relatively the older aged parents group(p<.01). The RMDP is significantly high in severe disability group(p<.01). The RMDP is significantly high in the more spend group of monthly medical cost(p<.05). The group difference of RMDP by monthly income or movement type of disability is not significant(p>.05). It is thought that medical staff need to be actively involved in parents group with developmental disability children to improve motivation, who is relatively the younger than 35 years old or has mild to moderate disability degree of child.