• Journal of the Korean Institute of Educational Facilities
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• v.19 no.5
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• pp.11-20
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• 2012

The student hall and its convenient facilities are hot-core space for various student activities in university campus. It has been for most of the student a place of sweet memories and romance imprinted by a positive image of a cozy atmosphere of unique eating establishments or student hectic activities that used to take place. However, it is questionable whether that facilities are open for all of the students and other users including the handicapped. Therefore, the purpose of this study is to evaluate student convenient facilities and to provide an improvement guideline for the wellbeing of students and other users, based on universal design concept. For that purpose, eight universities were selected for an investigation and 81 survey items were developed based on universal design concept; supportive, adaptable, accessible, and safety-oriented design. The analysis found that accessibility to main entry areas, main entry doors, stairs, and handicapped parking were positively evaluated, while information system for handicapped, handicapped public bath, and corridors lacked some notion of supportive and accessible design. Finally the study suggested some useful planning and design guidelines for an extensive and precise application of universal design concept.

• Journal of the Korean Institute of Rural Architecture
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• v.14 no.2
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• pp.19-26
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• 2012

Many university campus facilities are recently remodeled to provide the substantial learning rights of handicapped students to embody the dignity and value as man by many campus authorities. This study aims to identify the interior public spaces between entrances and class rooms for handicapped students of S and D campuses. The summaries of this research are as follows. $\bullet$Since S campus was built long years ago before the related law for the handicapped person enacted, it was thought that the campus master plan to consider handicapped students' activations must be established and the campus educational facilities was remodelled by campus master plan. $\bullet$Since D campus was built lately after the related law for them enacted, it was thought that the officer who is responsible for campus facilities for handicapped students put in order it by repair plan every year. By remodelling every year steadily according to each campus master plan, all handicapped students must be guaranteed the same learning rights as normal men to remove obstacles as the upper mentioned imperfections in using exterior campus facilities.

• Journal of the Korean Institute of Rural Architecture
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• v.14 no.1
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• pp.21-28
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• 2012

Campus facilities were recently remodeled to provide the substantial learning rights of handicapped students in many campus to embody the dignity and value as man. So this study aims to identify the exterior connection facilities for handicapped students of S and D campuses. The summaries of this research are as follows. Installations of even crossing area(1.5mx1.5m) per 50m and even rest area(1.5mx1.5m) per 30m in walking or access ramp. Improving in accordance with exterior connection facility repairing master plan in S campus. Bringing down an angle degrees of the inclined walking or access ramp in D campus. Installation of exterior braille guide sign for blind students. All handicapped students must be guaranteed the same learning rights as normal men to remove obstacles as the upper mentioned imperfections in using exterior campus facilities.

• The Journal of Korean Academic Society of Nursing Education
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• v.4 no.2
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• pp.296-316
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• 1998

The practical learning experience is the heart of nursing's professional program of study, have been the most widely disscussed and yet the least studied of all nursing education activities. The major goal of practical learning experience is to provide opportunities in realistic work settings that permit the nursing student to develop the knowledge, skill It attitudes of a beginning practitioner. The purpose of this study is to identify the experience of practical learning in the children's rehabilitation center by nursing students, to provide basic information for developing practical learning in pediatric nursing education. The study design was a descriptive study. Data were collected 74 cases of journaling which came from senior nursing students who cared for the handicapped children in P rehabilitation center from 24, August, 1997 to 29, Decmber, 29, 1998. The collected data were analyzed using the content analysis by Kim & Lee(1986), Kim(1987). The results are as follows : The content of practical learning in the children's rehabilitation center were classified with 5 domains. The domains were , , , , and .

• 한국경영정보학회:학술대회논문집
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• 2007.06a
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• pp.302-309
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• 2007

Web is becoming a necessary element of information acquisition methods for us who live in an information and knowledge-oriented society, as it is today. It is deriving a revolutionary change on various parts of our society, such as education, culture, etc. Also due to epoch-making development and diversification of web-related technologies and content types, the knowledge, technique and complexity of web users also accompanied it. In this research web-related education of schools for the visually handicapped and current situation of web access of such students are seized, their problems related to web access are analyzed, and efficient alternatives for web implementation to solve those problems were suggested. On the other hand, since this research is a survey targeting information and computer related teachers of 12 schools for the visually handicapped within Korea, it has the restriction that it does not include the analysis of current state of charity facilities which are not regular education institutions. Moreover, the content of the survey is composed by considering totally blind students, thus more detailed survey should also be conducted for weak-sighted students as well.

• 한국체육학회지인문사회과학편
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• v.55 no.3
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• pp.637-647
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• 2016

This study examined the difference of self-determinative motivations of non-handicapped students about inclusive physical activity according to the social demographic characteristics. And this study also researched the influence of self-determinative motivation of non-handicapped student about the inclusive physical activity to interaction with handicapped student. In order to achieve the object of the study, the data collected from 674 students in included the intellectually handicapped students and inclusive physical activity. As a measuring tool, Choi (2008) and Lee (2006) questionnaire. Data was used SPSS 21.0, and the exploratory factor analysis, reliability verification, difference verification, and simple regression analysis were performed. The results are as follows. First, in terms of the data analysis of self-determinative motivation based on demographic characteristics (sex, grade, friend with disabilities, experiencing duration of inclusive physical activities), sex, friend with disabilities, experiencing duration of inclusive physical activities displayed statistically significant difference self-determinative motivation. Second, in terms of the effects of students with non disabilities self-determinative motivation on towards interaction of students with disabilities, motivation, external regulation, introjected regulation, identified regulation and intrinsic motivation among the sub-factors of self-determinative motivation affected significantly on interaction with students with disabilities.

• Journal of the Korean Institute of Educational Facilities
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• v.21 no.3
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• pp.19-28
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• 2014

Student halls and their convenient facilities have been a focal point for various student activities at university campus. It has been for most of the student a place of unique memories and of attachment often associated with those good and bad school days. However, it is questionable whether these facilities are supportive and accessible for all of the students and other users including the handicapped. Therefore, based on the concept of UD(universal design) which was widely applied to U.S. institutions, this study intended to evaluate student hall facilities in U.S. and to provide an improvement direction for Korean UD application. For that purpose, four universities were selected for an in-depth analysis and 76 survey indices were utilized based on previous research. It was found that (1) design consideration without braille sign for VIP(visually impaired person) in student buildings can be differently approached with electronic devices; (2) the best demonstration of UD in student buildings can be seen in spacious flat pathway, easy access through ramp and wide entry area, necessary for people in wheel-chairs, but used by all, implying an increase of the ratio of public space; (3) one of the good UD features is an attractive physical environment rather than institutional appearance, in which they ultimately will support and completely adaptable at optimal levels by everyone; (4) consistent maintenance and management maximize the potential of UD principles and minimize physical limitations.

• Hwankyungkyoyuk
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• v.3 no.1
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• pp.141-152
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• 1992

The purpose of this study is to search for the ways to diversify Outdoor/Environmental Education Program in the Nature Study Center(NSC), especially for the middle school students. For this study, various research methods such as literature review, questionnaire survey (448 students, 11 middle school teachers, 19 NSC staffs), interview and participant observation are used the process of this study consists of two steps. The first step is to define research questions through pilot survey and the second is to investigate the research questions, in the form of hypotheses through main survey. Nine hypotheses are formulated. Six are related with program elements (educational goals, student characteristics, staff resources, teaching methods, instructional resources, contents). three are related with program implementation process(preplan, implementation, post-evaluation). The hypotheses are tested and alternatives for program improvement are proposed. 1. Educational goals : Educational goals of NSC should be focused on Outdoor /Environmental Education and each NSC should specialize on its own theme. The objectives of every sub-program should be unified toward educational goals. 2. Student characteristics: The Outdoor/Environmental Education Program should reflect student characteristics: sex, urban/rural origins, normal/handicapped, number of visit and so on. 3. Staff resources : Provide qualified staff with professional knowledge and positive attitudes, reeducate staffs periodically, reduce management staff and increase teaching staffs. Provide permanent and well paid position, encourage and give opportunities and the middle school teachers to participate in program. 4. teaching method: Increase outdoor classes two way communication between teaching staffs and students adopt more open ended teaching method so that students can exercise coworks in small groups. 5. Instructional resources: Diversify NSC sites(mountains, coastal areas, urban areas and so on), teaching media (audio/visual equipments, graphic design of signs). Consider design for handicapped and integrate indoor and outdoor educational facilities. Plan nature trails with separate themes, allign nature trail so that it passes through diverse environments. 6. Content : Reflect characteristic site potential specialize on day or night program, on seasonal program, and on site specific social issues(such as interpreting of environmental damages around the NSCs). 7. Preplan: Get Information and know about visiting students in advance. Discuss with middle school teachers and adjust program weeks before visits if many or all of the students had already visited a NSC. arrange a visit to other NSC. Provide an introductory class for the teachers and students before they visit a NSC. 8. Implementation: During NSC visit and classes apply various and appropriate techniques to collect in formation for later evaluation. Improve NSC provided evaluation sheet so as to reflect student characteristic. Compare with formal education and investigate on effects of NSC program. 9. Post-evaluation: Formalize a post-evaluation process and organization. During the winter vacation, develop new programs based on the post-evaluationacation, for the next year. Also, have comparative evaluation meetings of staff from various NSCs during the winter vacation while there is no visitors and classes.

• The Journal of the Korea Contents Association
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• v.13 no.8
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• pp.191-200
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• 2013

This study set out to explore the human rights sensitivity of undergraduates who were in the social welfare classes with regards to socio-demographic factors, education experiences in human rights. 251 students' data were collected and analyzed with frequency, ANOVA. Analysis revealed that students' human rights sensitivity level was 2.70(moderate) and the respondents showed high level of sensitivity in work rights of emigration workers and education rights of handicapped children. Among demographic variables, human rights sensitivity was significantly different from major and experiences of attending a social welfare ethics. The students who majored social welfare and who had attended a social welfare ethics showed high human rights sensitivity. There were differences in human rights sensitivity level according to each episode. These findings highlight that in the education of social worker as a human rights professionals it would be necessary to respect students' rights in the classes and to provide student customized human rights education. It was suggested that learning human rights dilemma cases and self reflection processes in classes would be necessary to effective human rights education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.2
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• pp.397-404
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• 2018

This study was conducted to validate the effects of the disabled like program on the interest, attitude, satisfaction with daily life and sympathy among nursing university students. Overall, 70 nursing students were investigated in this study. The program contents included experiences simulating those of physically and visually handicapped persons. On the first day of the program, two study assistants measured the general characteristics, interest level, attitude, satisfaction with daily life, sympathy and meaning of nursing among study subjects. These factors were then measured again using the same form after completion of the program. The interest level among disabled persons was significantly increased after the program (t=-6.191, p<0.001), and also seven items on the attitude changes to the disabled persons were significant (p<0.001). After the program, participant's satisfaction with their daily lives increased significantly (t=-5.465, p<0.001), as did their sympathy for disabled persons (t=-6.125, p<0.001). In addition, the meaning of nursing increased significantly after the program (t=-6.125, p<0.001). Taken together, the results of this study showed that the disabled like program experience had positive educational effects.