• 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.

• 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.

• Proceedings of the Korea Contents Association Conference
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• 2016.05a
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• pp.389-390
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• 2016

Since the Salamanca statement in 1994, inclusive education became the worldwide issue in the field of educational policy. Inclusive education is defined that equality and comprehensive education in the classroom to learning together regardless of whether with disability or not (Han et al, 2013). Inclusive education is the educational system and consist of the three domains; guarantee of rights, improvement in environment and reform in curriculum (Han et al, 2015). Diversity education has been positioned as an educational method in inclusive education. Diversity in classroom is very wide ranging; nationality, gender, culture, race, ethnicity, disability, age and religion. Diversity education is the educational method to providing the appropriate education for the children's diversity on the assumption that appreciate to the diversity. In recent years, the main purpose of inclusive education is to encompass children with disabilities. However, developmental disabilities that has no intellectual delay become a new challenge in education in addition to the physical and mental disability. This study aims to definition of the diversity education as the educational method in Japan.

• 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.

• International Journal of Computer Science & Network Security
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• v.22 no.3
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• pp.183-188
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• 2022

Educators have been making strides in the research into and practices supporting the policy of mainstreaming students with disability. A move towards including students with intellectual disability in community schools with all the other students can be seen in many countries' education systems, including that of the Kingdom of Saudi Arabia. The 'rights of the child' has been the main argument put forward by advocates of this policy in an attempt to move from the medical to the social model. This study argues that, although mainstreaming can be viewed as a positive trend toward effective education, its implementation remains somewhat problematic. It is believed that more investigative research into professionals' attitudes is needed to improve service provision and inform the administration of mainstreaming practices. The attitudes of special education teachers on the policy of mainstreaming are examined and emerging key themes discussed. Furthermore, challenges that continue to inhibit mainstreaming practices in Saudi Arabia are identified.

• Journal of the Korea Society of Computer and Information
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• v.25 no.1
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• pp.167-175
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• 2020

The purpose of this study was to investigate the activation strategies of the inclusive education by sharing information & communication and creating a social disability empathy culture through literature review so that students with disabilities who receive inclusive education in general schools can get along with good friends and participate actively in various school or class events. The results of this study were as follows. First, in terms of volunteer activities of students without disabilities, the meaning, role, and activation strategies of inclusive education support for fostering disability empathy culture are described. Second, in terms of classroom management of classroom teachers, the meaning, role, and activation strategies of inclusive education support for fostering disability empathy culture are described. Third, in terms of special education teachers' role, the meaning, role, and activation strategies of inclusive education support for fostering disability empathy culture are described. Fourth, in terms of school administrators and educational administration institutions, the meaning, role, and activation strategies of inclusive education support for fostering disability empathy culture are described. The results of this study would be used as basic data to spread the disability empathy culture and improve the quality of inclusive education for students with disabilities to have inclusive education in the information society and be integrated into the community successfully.

• Korean Journal of Health Education and Promotion
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• v.32 no.3
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• pp.109-120
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• 2015

Objectives: The purpose of this study was to investigate risk factors for chronic ADL, IADL disability. The study explored clinical and socio-demographic risk factors of functional status decline. Methods: Data from the Survey of Living Condition of Elderly 3-year panel study were analyzed. The study subjects were 5,928 community-dwelling people aged 65 years or older who were no disability in ADL and IADL at baseline. Predisposing factors, pathology, impairment, and functional limitations were regarded as risk factors. Logistic regression analysis was used. Results: During the 3-year study period, 3.9% participants developed chronic ADL disability, 9.4% participants were IADL disabled. After controlling for predisposing factor, the best predictors for ADL disability at 36 months were fall as a pathology factor, cognitive decline, disability judgement, lower limb functional limitation. Comorbidity, fall, cognitive decline, disability judgement, lower limb and upper limb functional limitation were risk factors for IADL disability. Conclusions: Health promotion program focusing elderly is essential to prevent ADL and IADL disability. Mobilizing physical activity should be included in health promotion program for elderly.

• Journal of Haehwa Medicine
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• v.17 no.1
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• pp.21-39
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• 2008

Objectives : The aim of this study was to investigate the concept of learning disability. Method : I surveyed some of medical and special education books about learning disability. Results and Conclusion : The following result were obtained 1. Learning Disability is a terminology having a special difficulty in acquirement or use of listening, speaking, reading, writing, reasoning and arithmetic. It generally has a various form. 2. Learning Disability is induced by congenital factor, postnatal brain damage, environmental malfunction, nutrition and biochemical elements. 3. Learning Disability is classified into developmental and schoolwork.

• Journal of the Korea Society of Computer and Information
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• v.17 no.9
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• pp.189-196
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• 2012

The purpose of this research is to compare the effect of unplugged learning method with traditional lecture method on intellectual disability students' informatics education achievement. For this goal, we developed a new unplugged learning method and new appropriate teach-learning materials that can improve the intellectual disability students' informatics education achievement. We randomly divided special school specialized course freshman into the experimental group and the control group. We applied unplugged learning method to the experimental group and lecture teaching method to the control group. According to these results, Intellectual disability students participated in task interestingly and spontaneously. It has been proved that the teaching-learning materials applied unplugged learning method were helpful for intellectual disability students' informatics education achievement.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.26 no.2
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• pp.173-197
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• 2015

The purpose of this study proposes continuing education program development for disability services librarian training. To this end, there was researched and analysed the Curriculum for the librarian disability service training courses and the library services with disability and LIS curriculums in abroad and domestic. Based on the research results obtained by the more comprehensive study developed a model for continuing education programs to strengthen disability services librarian competencies. Models were divided program is being offered to Track 1, 2. There are Education types which are organized cyber-shaped form of education training, set-type training, and was organized in blended learning.