• Journal of Information Technology Applications and Management
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• v.26 no.5
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• pp.27-39
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• 2019

The Internet of Things (IoT) is a new paradigm that is revolutionizing computing. It is intended that all objects around us will be connected to the network, providing "anytime, anywhere" access to information. This study introduces IoT with Kolb's learning style in order to enhance the learning experience especially for inclusive education for primary and secondary schools where delivery of knowledge is not limited to physical, cognitive disabilities, human diversity with respect to ability, language, culture, gender, age and of other forms of human differences. The article also emphasizes the role of learning style as a discovery process that incorporates the characteristics of problem solving and learning. Kolb's Learning Style was chosen as it is widely used in research and in practical information systems applications. A consistent pattern of finding emerges by using a combination of Kolb's learning style and internet of things where specific individual differences, learning approach differences and IoT application differences are taken as a main research framework. Further several suggestions were made by using this combination to IoT architecture and smart environment of internet of things. Based on these suggestions, future research directions are proposed.

• Korean Journal of Childcare and Education
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• v.16 no.2
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• pp.67-87
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• 2020

Objective: In order to provide basic data that can strengthen the recognition of continuity of early childhood and primary education, early childhood education and early childhood special education teachers at inclusive child care and education settings participated in this study. Methods: The researchers conducted a survey on 192 early childhood teachers and 167 early childhood special education teachers in Seoul and Gyeonggi-do province. The collected data were analyzed statistically. Results: First, early childhood special education teachers were higher than early childhood teachers statistically on the prerequisite elements of continuity. Second, early childhood education teachers were higher than early childhood special education teachers statistically regarding the prerequisite educational techniques required for continuity of early childhood and primary education. In particular, early childhood teachers put more of an emphasis on learning and sociality-communication than early childhood special education teachers did. Conclusion/Implications: It is necessary that in-service education on prerequisite elements be stressed, and there be more detailed activities and education about programming and its utilization for early childhood special education teachers.

• Knowledge Management Research
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• v.21 no.2
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• pp.21-40
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• 2020

Korea Credit Guarantee Fund(KODIT) is a public financial institution under the provision of the Korea Credit Guarantee Fund Act. Facing the waves of change both locally and globally, KODIT will serve as 'social value creator' in making a paradigm shift from a large corporation(Conglomerate-dominated) economy to a social enterprise-oriented one based on social economy. This study focuses on the supporting service programs for social enterprises and job creation how it affects the performance of social value creation of KODIT. There is currently no detailed research of the social value in terms of the business and management academic agenda. Therefore, the present study describes the importance of social value creation on the policy financial institution. This study conducted in-depth case study for social value performance. As a public policy financial institution, KODIT exert diverse efforts to correct market failure and achieve inclusive growth. For example, KODIT extends credit guarantee services for the liabilities of promising corporations and stimulates financial and non-financial supporting programs for social enterprises. Although the role of social value and social economy has gained business field attention, few investigations have been conducted to explain how social value is achieved. The present study can thus act as the foundation for exploring the social value creation in the circumstances of public financial institution.

• Proceedings of the Korea Contents Association Conference
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• 2016.05a
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• pp.391-392
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• 2016

In Japan, the children with problem behavior have been called the difficult children. However, the definitions of the difficult children in the medical, health, childcare and education are different. As a result, it is difficult to support for the needs of children. In addition, the difficult children have been influenced by the subjectivity of the teachers. IN-Child (Inclusive Needs Child) is defined by the result of this study. IN-Child means "Child in need of inclusive education by a team, including experts. It does not depend on intellectual and developmental delays due to physical, mental, home environment." We developed the IN-Child record that enables the educational diagnosis of IN-Child. IN-Child record was made to organize and analyze of the items by experts including 3 researchers and 2 teachers. As a result, it was classified into two domains of "cause" and "effect". The domain of "cause" is classified by two domains of "physical" and "mental". The domain of effect is classified by two domains of "daily living" and "learning".

• Proceedings of the National Institute of Ecology of the Republic of Korea
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• v.2 no.2
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• pp.82-95
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• 2021

Current international negotiation and cooperation for sustainable development are focused on three main themes. The first theme is implementation of Sustainable Development Goals (SDGs). The second theme is development of measures for climate change. The third theme is sustainable management of biodiversity and ecosystem services. In South Korea, responses of government policies and academic studies have been predominantly to one of these three themes. There have not been many integrated efforts to develop countermeasures considering all three international themes. In addition, while "green growth" policies have been setting national agendas for Korea's sustainable development, they must be scrutinized such as why they have not dealt with some parts of these three themes and whether they have ignored one of these themes due to lack of integrated responses. This study finds critical issues in South Korea on how to harmoniously respond to the three themes of international efforts and improve green growth policies. First, to achieve SDGs, the domestic statistical system must be reorganized to track the achievement of "inclusiveness" and "green growth". Second, the climate change response policy should seek inclusion between countries and between social groups. Third, in the field of biodiversity and ecosystem services, it is necessary to establish Korea's identity in global geopolitics and enhance its own traditional ecological knowledge. Fourth, it is necessary to consider how to solve discrepancy between climate change response policies and biodiversity-ecosystem service management policies. Finally, proactive improvement of laws and institutions must occur to promote inclusive green growth.

• Human Ecology Research
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• v.61 no.4
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• pp.709-721
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• 2023

This study aimed to enhance awareness of diverse families and promote an inclusive, family-friendly culture by implementing the metaverse in a family festival and assessing its effects during the Covid-19 pandemic. To achieve this, the metaverse was applied and operated at the Jung-gu Family Center Family Festival in Seoul from October 29 to November 6, 2021. The design of the Metaverse Family Festival prioritized the integration of metaverse technology and the layout of program-linked spaces to create a realistic experience. The festival was operated with a focus on providing experiential activities and exhibitions. Data comprised program satisfaction and reviews from a sample of 228 festival participants. The key findings were as follows. Firstly, participants shared their interest and joy in experiencing new activities with their families through the Metaverse Family Festival. Secondly, creating a realistic family festival environment proved practical for encouraging active participation. Thirdly, the Metaverse Family Festival was perceived as promoting an inclusive, family-friendly culture by facilitating safe and accessible communication. Fourthly, the festival effectively bridged the digital gap within families, thereby enhancing digital literacy. This study offers new insights for the future design and operation of various programs in family centers and public institutions.

• International Journal of Advanced Culture Technology
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• v.12 no.1
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• pp.299-304
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• 2024

Human rights problem of refugee is the most important task to be solved in the international society. The United Nations High Commissioner for Refugees (UNHCR) was established in 1950, with the need for cooperation in the face of the European refugee crisis. In 1951, 'The 1951 refugee convention' was signed for the protection of all refugees. Since the 1951 Refugee Convention, a legal framework has been established for responding to refugees. However, the discrimination and persecution of refugees are still lingering. The interest and the political will of many people in the world are needed to solve this problem. This article analyzes what efforts should be made with respect to human rights issues. This article concludes that, when comparing refugee acceptance and Korea, Korea needs to look at the common denominator of refugee law, human rights law, and international humanitarian law while looking at the treatment of refugees and displaced people from an inclusive approach, and reorganize law and policy. Since Korea is expected to gradually require inclusive policies, Korea should also supplement the legal system and take an inclusive approach. Although Korea as a member of the Refugee Convention, the Geneva Convention, and the Supplementary Protocol, has an obligation to enact domestic implementation laws, it does not reflect all of the obligations required by these conventions, so reorganization is needed.

• 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.

• Korean Journal of Social Welfare
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• v.59 no.1
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• pp.55-85
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• 2007

This study analyzed the effect of the inclusion program executed in a social welfare institution for handicapped children of community in order to support inclusive education of elementary school. The statistical analyses adapted in this study were the Frequency Analysis, T-test, One-Way ANOVA, Correlation Analysis, Two-Way ANOVA, and ANCOVA. As the results of the analyses, there was significant difference of the increase in the scores between pre-test attitude and attitude improvement of normal children (nonhandicapped children) by intervention of the inclusion program. Secondly three variables such as the sex, the experience of integrated class, and the school environment gave influence on attitude improvement of normal children, but two variables such as the school year and the religion didn't give influence on attitude improvement of normal children. However, as the results of the ANCOVA, it was appeared that both the school year variable and the religion variable didn't give influence on attitude improvement of normal children. Consequently, as the attitude improvement of normal children was irrelevant to the characteristic variables such as the school year and the religion, it is verified that the inclusion program gives still significant impact in the difference between pre-test attitude and attitude improvement of normal children. In conclusion, As the pure effectiveness of the inclusion program executed in social welfare institutions for handicapped children in order to support inclusive education of elementary school was confirmed, it was suggested in this study that the inclusion program in the field of social work practice based community can be an important tool of social integration through inclusive education between handicapped children and normal children.

• 한국체육학회지인문사회과학편
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• v.58 no.3
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• pp.361-370
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• 2019

The purpose of this study was to analyze the student's class satisfaction toward PE Teacher's level of teaching ability in an inclusive PE environment. Twelve PE teachers were divided 3 group (upper, middle, lower) according to the their teaching ability in an inclusive PE environment and to analyze student's class satisfaction, 316 students who learned from the 12 PE teachers in an inclusive PE environment participated in the research. The results of the study were as follows. First, there was a statistically significant positive correlation among the satisfaction of teaching behavior, PE environment, exercise ability, and PE score (P<.01). Second, there was a statistically significant difference (p<.001) between group of teacher's teaching ability and satisfaction of teaching behavior. Third, there was a statistically significant difference (p<.001) between group of teacher's teaching ability and satisfaction of PE environment. Forth, there was a statistically significant difference (p<.001) between group of teacher's teaching ability and satisfaction of exercise ability, Fifth, there was a statistically significant difference (p<.001) between group of teacher's teaching ability and satisfaction of PE score.