• Journal of Digital Convergence
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• v.13 no.11
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• pp.539-547
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• 2015

This paper is the study on deducing the education design for convergence of disability awareness of targeting elementary, middle, high school students located in J city. The analysis results are as follows: In the analysis of group difference in disability awareness, there was a statistically significant difference according to female students, schools, and sub-typed phase, and experience in integrated education. It was found that the participating group in disability awareness education showed a higher average than non-participating groups in prejudice against disability, interest and consideration, and acceptance of physically challenged friends. In the relationship between disability perception education and disability awareness, the education was found to have influence on prejudice against disability and acceptance of physically challenged friends. This paper suggested disability awareness education reflecting a life cycle, application of the integrated educational method for verifying educational effectiveness, etc.

• Journal of Korea Game Society
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• v.19 no.2
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• pp.45-54
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• 2019

In this study, the effect of gamified disability awareness program was researched to examine its potential to be used as a disability awareness curriculum particular to Korean schools. The gamified program consisted of lessons related to disability skiing such as learning about Paralympic skier, experiencing mono skis, and participating in cooperative games. To examine its effectiveness, Multidimensional Attitudes Scale towards persons with disabilities (MAS) was used. Results indicate that the attitude of the experiment group showed significant change.

• Korean Journal of Child Education & Care
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• v.18 no.1
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• pp.169-192
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• 2018

This study aims to investigate the changes of their recognition and childcare practices before and after the training for disability awareness targeting class teachers in inclusive childcare setting. Subjects of this study were 9 teachers and the data was collected from 3 focus group (3 persons per group) and personal interviews in case of study needs. The results of this study are as follows: childcare teachers appealed ignorance and fear of children with disabilities before learning to improve their disability awareness, and have learned from the non-prejudiced attitudes of non-disabled children. The need for understanding and knowledge of children with disabilities was high, and they voluntarily and actively participated in the education for the improvement of disability awareness. Since participating in education, teachers have shown changes in perceptions of children with disabilities and changes in the way they practice childcare for disabled children. As regards cognition, teachers have become more interested in and understanding of children with disabilities and have tried to treat them equally with non-disabled children. Regarding the practice of childcare, they practiced the integrated program together with the non-disabled child and the disabled child through cooperative partnership. They also provided the disability awareness education to the non-disabled children and provided the partial integrated childcare program flexibly in one class according to the situation. The results of this study were analyzed and discussed about the general childcare teachers' experience related to the education for improving disability recognition and caring at childcare setting.

• The Journal of the Korea Contents Association
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• v.22 no.10
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• pp.515-525
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• 2022

This study aims to compare and analyze the contents of the ordinance related to disability awareness improvement education enacted by the local government to derive problems and propose improvement measures. To this end, as of December, 2021, a content analysis was conducted on the ordinances of 17 municipal school boards across the country on supporting education to improve disability awareness. As a result of the analysis, the objectives, the responsibilities of the superintendent, and the establishment of the basic plan in the normative system of the ordinance met to some extent the requirements of the ordinance in accordance with the requirements of the ordinance, but in the effective system, the matters concerning the establishment of a board of education, the degree of professional personnel regulation, and the supervision of guidance were insufficient. Accordingly, in this study, based on the results of these studies, we proposed ways to improve the Disability Awareness Improvement Ordinance.

• Korean Journal of Child Education & Care
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• v.18 no.2
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• pp.231-246
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• 2018

The purpose of this study was to investigate early childhood special education teachers' experience, difficulties and need for effective disability understanding education in inclusive education field. The researcher interviewed 3 different early childhood special education teacher. Each participant was individually interviewed 2-3 times with deliberated questions for collecting data. After the interview was analyzed, the contents were categorized into three major themes and twelve sub themes. The three major themes were (1) early childhood special education teachers' difficulties in inclusive education field. (2) experience in the disability understanding education (3) need for proper disability understanding education. First, the teachers were awareness of the difficulties at the inclusive education field due to ambiguity in the role and location, the extension of the expertise, and the misaligned system. Second, teachers stated that the barriers to disability understanding education include creating prejudice, varied according to teachers ' abilities, poor perception of appropriate methods, and low concerns of adults and young children. Third, the results showed that development of the teaching manual, improvement of the administrative system, change in perception of disability understanding education, and disability understanding education based on the experiences of young children were necessary for effective disability understanding education. Based on these results, several specific implications for effective disability understanding education were suggested.

• International Journal of Advanced Culture Technology
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• v.12 no.2
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• pp.215-220
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• 2024

This study was conducted to explore the relationship between stress and the quality of life experienced by people with disabilities and to provide essential data for improving their quality of life and promoting their health. The data collection period was from November 2023 to January 2024. Fifty questionnaires were distributed, and 48 copies were used, excluding unfaithful responses. As a result of the study, since people with moderate disabilities show hesitancy in all of their daily life processes, not only physical rehabilitation but also psychological rehabilitation should be necessary so that they can accept their bodies that have turned into disabilities. In addition, programs for the acceptance of disabilities for people with moderate disabilities should be designed to recover more widely. In the future, education and psychological programs should be activated to overcome the symptoms of moderate disability and receive related information. Finally, disability awareness education should be further subdivided to bring about changes in the perception of disabilities.

• Physical Therapy Rehabilitation Science
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• v.13 no.2
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• pp.171-178
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• 2024

Objective: The objective of this study was to investigate undergraduate student's attitudes toward person with disabilities. Design: Questionnaire-based study Methods: This study conducted a survey of 350 undergraduate students attending two universities in cities B and C from March to April 2024. Out of a total of 350 questionnaires, 334 questionnaires were analyzed after excluding 16 questionnaires due to incomplete content. The questionnaire was revised and enhanced by the researchers and was supplemented through revision and verification by another occupational therapist as professor. Results: As a result of the study, significant differences in undergraduate students' positive attitudes toward the disabled were found to be gender and taking disability-related curriculum, while significant differences in negative attitudes were found to be gender, presence of a disabled person in the family, and religion. Gender, taking disability-related curriculum, and religion showed significant differences in neutral attitude, and in all areas, gender, taking disability-related subjects, having a family member with a disability, and religion showed significant differences. Conclusions: Factors that influence undergraduate students' attitudes toward person with disabilities include gender, whether or not they take disability-related curriculum, whether a family member is disabled, and religion. As our society's policies and perceptions of person with disabilities are rapidly changing, in order to improve our society's attitude and awareness of disabilities, we need to provide students with a correct understanding of disabilities and develop positive attitudes through positive experiences about disabilities. Educational programs should be provided.

• Journal of Integrative Natural Science
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• v.14 no.2
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• pp.57-64
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• 2021

The effect of improving awareness by educational programs for improving the quality of daily life of the disabled and safety depends on the type of disability and individual differences, as well as the difficulty in evaluating education achievement and satisfaction. However, more effective programs can be developed and provided if the factors affecting the effectiveness of education can be identified. Training as one of the factors affecting effectiveness involves motivation. This is thought to be an important factor for any object regardless of the type of disability. It is recognized that "By providing programs for the disabled to immerse themselves, they can be motivated to participate in education and expect greater effects on educational effects." Gamification is convincing enough for general learning. Furthermore, a feature of gamification is the use of the game's structure to achieve its goal, which acts on participants' motivation. Some use game packages such as analog games and digital games, but some include gamification of activities themselves. The use of gamification in education has different characteristics from the development of businesses. Therefore, in this paper, we reviewed the current status and challenges with the aim of promoting the use of gamification in life safety education for the disabled.

• The Journal of Korea Assosiation for Disability and Oral Health
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• v.10 no.2
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• pp.68-77
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• 2014

An opportunity for dental students to come into contact with individuals with disabilities is insufficient. Therefore, prejudice and negative attitudes towards persons with disabilities persist. Working under the assumption that educating dental students regarding people with disabilities will bring about positive awareness, we conducted this study. We investigated the changes in the recognition of the issues and needs of people with disabilities before and after special care dentistry class of students of dental college that will include an experience in a dental clinic with a disabled person. Seventy-two Kyung Hee University School of Dentistry third-year dental students attended the special care dentistry class in one semester and they took the same survey was before and after the class. In the questionnaire, we used the disability factor scale (DFS) that Siller has proposed. The authoritarian virtuousness factor getting lower to a significant level after receiving an education. This means that after the education, the respondents realize that how hard to adapt the disabilities. After receiving an education, the rejection of intimacy factor score significantly get higher than before they took the class. This means that after the training, positive attitudes towards those with disabilities were better than those towards the opposite sex. We were able to confirm a positive change in the recognition for persons with disabilities through the special care dentistry class. Our study shows that educating dental students on the how to take care of individuals with disabilities can bring about a positive change in the attitudes students may have regarding them.

• Korean Journal of Childcare and Education
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• v.6 no.3
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• pp.127-152
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• 2010

The purpose of this study was to analyze center directors' experience about integrated child care for infants with disability, and to understand positive and negative awareness of integrated child care. This study conducted in depth interviews of six child care center directors. The result of this study was that there were 12 categories, 25 lower categories and 82 concepts. The central phenomenon was 'difficulty from integrated child care implementation'. To overcome the central phenomenon, the cause and effect strategies were 'positive attitudes toward obligated education', 'continuous studies on integration', and the result was 'preparation for desirable integrated child care center'.