• Journal of the Architectural Institute of Korea Planning & Design
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• v.33 no.12
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• pp.41-52
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• 2017

This study investigates the waiting and resting behaviors of children within a restorative healthcare facility design. In particular, the aim is to compare children with and without disabilities and reveal similarities and differences in terms of their behavioral characteristics and uses of design facilities, related to positive distraction, for restoration in the hospital. Three major common spaces for outpatients in S children's hospital in Seoul were examined including the main lobby and two waiting and resting spaces in the pediatric and rehabilitation medicine departments, respectively. A total of 155 children under the age of 12-67 with physical disabilities and 88 without-were observed while they waited and rested at the three spaces before or after doctors' examination. Basic demographic information and waiting and resting behavioral characteristics were compared between the two groups. The results indicated that the disabled children were more restricted in terms of space, facilities used, and social behaviors. However, regardless of disabilities, the children showed more positive distractions related to cognitive and social behaviors in areas where restorative design elements such as an aquarium, garden, or visual images were available. Based on the results, design implications were discussed to strengthen positive distraction behaviors in children with and without disabilities and to foster the restorative quality of the spaces for waiting and resting in the children's hospital.

• The Journal of Korean Academy of Sensory Integration
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• v.1 no.1
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• pp.25-37
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• 2003

Objective : To explore the effectiveness of sensory integration program of home-based outcomes in child with sensory modulation disorder. Methods : This study used the simple case study. The subjects were three children diagnosed as developmentally delayed who 14 month and 26 month males and a 15 month female. After initial evaluation, parents were educated on sensory diet and Wilbarger protocol method for 30 minutes twice for home-based treatment and asked to make out daily treatment planning. To measure improvement of children, we used for the Denver Developmental Screening Test II(DDST II), Wee Functional Independence Measure(WeeFIM), hand function, functional ability, oral motor function, Sensory Profile(Dunn, 1999). Results : After the home-based program, the scored of the Denver Developmental Screening Test II(DDST II), Wee Functional Independence Measure(WeeFIM), hand function, functional ability, oral motor function, Sensory Profile(Dunn, 1999) were higher rather than initial evaluation after the home-based program. Conclusion : The home-based program is effective for children with sensory modulation disorder but parents had to be educated by therapist specific evaluation and treatment in sensory integration.

• Korean Journal of Childcare and Education
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• v.16 no.1
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• pp.21-49
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• 2020

Objective: The purpose of this study was to understand the research trends of inclusive child-care for young children with disabilities and suggest some implications for future research on inclusive child-care. Methods: There were a total 330 previous research papers about child-care inclusion, which means the practice of educating and caring for children aged 0 to 5 years old with disabilities alongside their typically developing peers at child-care centers. The studies were analyzed in terms of main research topic, subject, and research methods. Results: The major results of this study were as follow. First, a quantitative increase of the research since 2003 and a sharp increase of total research in this area since 2006 were found. Second, as a result of the main topic analysis, recognition and attitude research was the most frequently conducted, followed by the research about child-care programs, teacher and family support, and the effect of inclusive child-care. Third, more than half of the researches were done by teachers. Lastly, quantitative research methods were mainly used. Conclusion/Implications: Based on these findings, this study suggested to extend the research on inclusive child-care effect, intervention programs, non-disabled children, infants, and qualitative research.

• Journal of Digital Convergence
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• v.14 no.5
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• pp.369-376
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• 2016

The purpose of this study was to identify the effect the disability prevention program by spinal cord injury lecturer for elementary school students. 1,167 students participated and data were analyzed using Wilcoxon signed-rank test by SPSS 22.0 program and qualitative analysis. The disability prevention program was a 40minutes, program composed of cause of disability, watching cases of accidents, story of disabled lecturer. The result showed that there were significant improvements in self-efficacy(Z=-26.109, p<.01) and awareness for the disabled. This study suggests that the disability prevention program by disabled lecturer had a positive effect on elementary school students. So the program should be expanded for children.

• The Journal of Korea Assosiation for Disability and Oral Health
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• v.6 no.2
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• pp.116-119
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• 2010

Trauma to the lips and tongue can occur by accidental self-biting after dental treatment. After local anesthesia, it is likely that the patient may feel painless even in biting the tongue. In case of young children and disabled patients, the dentists should be careful not to bite the tongue. In this report, we present a case of deep lingual laceration due to biting the tongue in the course of dental treatment under general anesthesia. A 33 year-old male was transferred to our hospital to treat tongue laceration. Before 2 hour on arrival, he had received dental care under general anesthesia at a dental hospital for the disabled because of cooperation difficulty and cerebral palsy. During recovery from general anesthesia, he tried to bite his own tongue involuntary. The doctors and nurses tried to prevent the patient from being injured. Despite these efforts, massive bleeding occurred from the injured sites of the tongue. Because we could not communicate with him, we decided to evaluate the extent of the injury and treat the injured sites under general anesthesia. The laceration wound was sutured for nearly 1 hr general anesthesia. During recovery we inserted mouth prop into the oral cavity to prevent further injuries from tongue biting. After full recovery from general anesthesia he didn't try to bite his tongue. After 4 hour admission, he was discharged without other complications.

• Journal of the Korea Society of Computer and Information
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• v.18 no.1
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• pp.55-62
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• 2013

This paper deals with the design and implementation of a typing game especially for the disabled people such as children, the elderly, and the handicapped persons on hands. In order to increase the typing capability of such users the game is designed to increase the score whenever they correctly enter the words that appear randomly on the screen. Moreover it is devised to arose the interest by making them follow closer to bugs and insects running ahead when they type correctly many words as possible within a given time limit to eliminate the bugs at the collision; otherwise the distance becomes farther when they enter misspelled words. This functionality can develop the intellectual strength of the users. This typing game helps the disabled increase their typing capability, memorize the character key position, and feel emotionally good with excitement.

• Journal of Convergence for Information Technology
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• v.11 no.10
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• pp.277-292
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• 2021

This study explores the narrative presented by Clandinin and Connelly as a qualitative study through in-depth interviews with five field workers in art education with developmental disabilities in order to find out what kind of experiences the field workers with developmental disabilities have in the field and what the meaning of that experience is. was performed. According to the purpose of the study, personal narratives generated through individual educational experiences, cultural and social narratives to which they belong, and institutional narratives of educational institutions such as schools, welfare centers, and children's art education institutions were examined. This study is meaningful as basic data that contributes to the study of art education for the developmental disabled from childhood to adulthood, and it is suggested that the discussion be expanded through the direction of art education for the developmental disabled presented by field workers.

• Physical Therapy Korea
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• v.2 no.2
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• pp.24-39
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• 1995

For the purpose of clarifying to what degree the mothers of developmentally delayed children are involved in treating their child at home. 193 mothers were sampled from 220 mothers of developmentally delayed children below 12 years of age who have visited one of four institutions: the Rehabilitation Hospital of Yonsei Medical Center, Inchon Severance Hospital, Disabled Welfare Center in Myongil-dong, and Nambu Disabled Welfare Hall. The study period was from Mar. 25, 1995 through Apr. 15, 1995. A questionnaire survey was conducted listing the characteristics of the developmentally delayed children, their mothers, mother's satisfaction with their therapists, and the actual conditions of the home treatment. 1. The mothers who treat their child at home for more than 31 minutes a day show a high involvement score, while the mothers of those who give treatment for less than 30 minutes a. day show a low involvement score. That is, the longer the treatment, the greater the involvement score. This indicates a statistically significant result(p<0.01). 2. In cases where a child's father is involved in the home treatment, his/her mother discloses a statistically high involvement score(p<0.001). 3. The result of analysis of cases where other family members, relatives or friends (fathers excepted) reveals a statistically significant high involvement score(p<0.05) for the mother. 4. Mothers in general represent a statistically significant high involvement in home treatment. In the meantime, the mothers in a nuclear family show a higher involvement home treatment than mothers in an extended family(p<0.01). 5. Among those respondents who think that home treatment is helpful and that mothers' involvement in home treatment is helpful, the mothers record a statistically significant high involvement score(p<0.05). When seen from the above perspectives, it seems of much significance that fathers and other relatives or family members play an important role in enhancing the involvement of mothers in home treatment. One point to note here is that providing a long home treatment time is crucial. Therefore, it is recommended that family members have access to rehabilitation treatment for training developmentally delayed children or their care giver; and moreover, we needed to carry out family training or at least arrange for meetings between the family members and medical personnel involved in the child's rehabilitation.

• Journal of the Korea Convergence Society
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• v.10 no.3
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• pp.319-334
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• 2019

This study was conducted to identify the caregiver's educational needs for health care of children with intellectual disability in Mongolia. Data were collected from 150 family caregivers of children with disability in Mongolia between September 30 and October 31, 2017. The questionnaire included a scale for health care education needs in the form of 10 categories, 35 items, 5-point Likert's type. The mean score of educational needs of the primary caregiver were $4.05{\pm}0.65$. The category of information and knowledge acquisition showed the highest score ($4.48{\pm}0.57$). There were statistically significant differences in educational needs of the caregiver according to monthly income (F=7.07, p<.001), presence of a secondary caregiver (t=-2.70, p=.008), other disabled children status (t=2.02, p=.046), occupation status of disabled child's mother (F=3.87, p=.023), and multiple handicaps of caring child (t=-2.60, p=.010). The findings on caregiver's educational needs in this study can help inform planning of caregiving support services for children with intellectual disability in Mongolia.

• 재활복지
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• v.20 no.4
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• pp.79-106
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• 2016

This study examined the meanings of the disability education of the mothers who reared their children with brain lesions. For this purpose, Rennie's hermeneutic grounded theory was applied and the consented 7 mothers participated in this study. With the in-depth interviews, 53 meaning units, 16 subordinate categories and 7 hermeneutic categories were classified. These 7 hermeneutic categories were 'wailing miserably everyday', 'social mobilization of the surroundings', 'straight forward', 'smash rock with the eggs', 'looking at a faraway', 'learning together' and 'subjectivation of disability education.' The experience of disabled children education process was concurrent experience of frustration and hoping that moving toward a big hope through the resignation stage, the chasing stage, the vision stage, the challenge stage, and the small achievement stage. Repetitive common patterns of behavior revealed three types: wishy-washy type, realistic-strategy type, and indomitable-challenge type. Moreover, the core category of educational experience was concluded to be 'a pedagogical process of turning despair from severe disabilities into hope through education.' Based on the analysis results, concrete intervention plans for social welfare practice were suggested to support the disabled children's lives with high quality of education.