• Title, Summary, Keyword: Children with Disabilities

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Research on the Trend of Welfare of Children with Disabilities and Facility Reorganization in Japan - Focused on Medical-type Facility for Children with Disabilities (일본의 장애아를 위한 복지의 동향과 시설재편에 관한 연구 - 의료형 장애아 입소시설을 중심으로)

  • Bae, Minjung;Takemiya, Kenji
    • Journal of The Korea Institute of Healthcare Architecture
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    • v.25 no.3
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    • pp.67-74
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    • 2019
  • Purpose: In 2012, the Child Welfare Act was revised to provide better support to children with severe disabilities in Japan. Previously, inpatient facilities had been classified according to the type of disabilities of patients. After the revision of the Act, however, these facilities were assigned into the category of "medical-type facilities for children with disabilities", or "welfare-type facilities for children with disabilities." The focus of the study is to evaluate the reorganization of the Child Welfare Act and to analyze the new layout of Center K after its transition from a facility for children with motional disabilities to a medical-type facility for children with disabilities. Methods: A literature review was conducted to identify the trend in the treatment for persons with disabilities and the process of policy making in Japan. Field research was performed twice in 2015 and 2016, before and after the renovation of the Center K facilities depending upon the revision of the Child Welfare Act. Results: There is an increasing tendency of the population of persons with disabilities in Japan, and the severity level of disability of children with disabilities. In the case of Center K, two types of ward constructed to meet the two types of disability has been reconstructed into three types of unit following the various severity level of disability. Implications: As a result, it could be argued that it is also necessary in Korea to reorganize the facilities for persons with disabilities to deal with the fact that the population of persons with disabilities in Korea has been growing and their degree of disabilities also getting severe.

The Effect of Puppetry for Improving the Acceptance of Young Children toward Young Children with Disabilities (인형극이 장애유아 수용 증진에 미치는 영향)

  • Yoo, Soo Ok;Choi, Su Mi
    • Korean Journal of Child Studies
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    • v.22 no.4
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    • pp.285-297
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    • 2001
  • This study attempted to investigate which the effects of puppetry about disabilities for improving the acceptance of young children with disabilities. Total of 60 preschoolers served as experimental and control group and were administered pre and post test. The experimental group was presented with puppetry 6 times. The result showed that the acceptance to young children with disabilities was altered through puppetry. Significant gender difference was found in accessbility to young children with disabilities, girls were more improved than boys. However, there was no difference in perception about young children with disabilities and their classroom activity.

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A Study on Maternal Stress in Rearing Children with Disabilities and Maternal Quality of Life (장애아 어머니의 양육 스트레스와 삶의 질에 관한 연구)

  • Lee, Jae-Hyuk;Kim, Hee-Young;Lee, Jong-Hwa
    • Child Health Nursing Research
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    • v.13 no.1
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    • pp.5-12
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    • 2007
  • Purpose: The purpose of this study was to examine the level stress in rearing children and quality of life of mothers of children with disabilities and to identify the relationship between stress of rearing these children and quality of life of the mothers. Method: A descriptive, correlational study design was used. The participants in this study were 225 mothers of children with disabilities. With SPSS, t-test, ANOVA, and Pearson's correlation coefficients were used to analyze the data. Results: 1) The mean score for maternal stress in rearing children with disabilities was 3.46, and for quality of life, 2.80. 2) Stress in rearing these children had a negative correlation with quality of life (r=-.761, p=.000). Conclusion: It is suggested that intervention programs to decrease the stress of rearing these children and increase the quality of life should be offered to mothers of children with disabilities.

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Children with Disabilities (장애 아동)

  • Chung, Kai-Sook;Park, Myung-Hwa;Roh, Jin-Hyung
    • Korean Journal of Child Studies
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    • v.30 no.6
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    • pp.375-389
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    • 2009
  • The study examined some statistics of children with disabilities, relevant research and education, and welfare policies undertaken for the last three decades. The changed perceptions regarding children with disabilities have led education and legislation to great improvement. As a result, the number of children who are registered as having disabilities has been increased. Also, children who received any benefits of education and welfare have been consistently risen. The noticeable features of the existing studies are summarized as follows : An increase in number, a variety of the contents, specification of the topics, and a close connection to the basic studies. In spite of the progression and improvement observed in the areas of education and welfare policy making, more practical approaches are needed in order to reflect various needs of children with disabilities and their families.

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A Comparative Analysis of Research Trends in Occurrence, Prevention and Intervention of Challenging Behavior : Young Children with and without Disabilities (문제행동 발생과 예방 및 중재에 관한 연구동향 분석 : 일반유아와 장애유아 비교)

  • Yoo, Soo Ok;Lee, Soon Ja
    • Korean Journal of Child Studies
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    • v.33 no.6
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    • pp.187-205
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    • 2012
  • In this study, 150 previous studies of young children's challenging behavior, conducted over the past 10 years, from 2003 to 2012, were selected. These studies were in relation to young children both with and without disabilities, and they were thus used for the purposes of comparative analysis. The major findings are as follows. First, research on challenging behavior not only of young children with disabilities but also of those without disabilities has been an increasing trend from 2008. While most studies of those without disabilities were based on observations by parents or teachers using a variety of tools, studies regarding those with disabilities mainly used single-subject research methods using an operational definition. Second, the bulk of the studies of young children without disabilities were focused on interaction between various children's internal variables and a variety of parent-related variables related to the occurrence of challenging behavior. In comparison, studies of young children with disabilities were focused excessively on direct intervention after the occurrence of problems. Regarding those without disabilities, the interaction between children's temperament, internal variables, and their mothers' parenting behavior, external variables were the main areas of interest for these researchers. There is clearly a growing need for more active research aimed at the prevention of challenging behavior. Challenging behavior in early childhood has an influence not only on each child's present and future academic achievement levels and their quality of life but also on the quality of instruction in classroom available to all children.

An Ethnographic Inquiry on Teachers' Experience and Perception of the Practice of Mainstreaming of Young Children with Disabilities in Kindergarten (유치원에서의 장애유아 통합교육 운영에 대한 교사의 경험과 인식에 관한 문화기술적 탐구)

  • Yang, Jin-Hee
    • Korean Journal of Child Studies
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    • v.26 no.4
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    • pp.209-229
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    • 2005
  • This study investigated kindergarten teachers'experience and perception of the practice of mainstreaming for young children with disabilities. Ethnographic research methodology included participant observation and in-depth interviews. Participants were 8 teachers of classrooms mainstreaming young children with disabilities. Results were that: most mainstreaming classroom teachers perceived the necessity of the practice of mainstreaming for young children with disabilities in the kindergarten. They felt the necessity of whole mainstreaming in the kindergarten. Most mainstreaming classroom teachers recognized that mainstreaming classroom teachers need to have professional knowledge for the successful practice of mainstreaming young children with disabilities in kindergarten.

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Effects of the Project Approach on Social Development of Children With and Without Disabilities in Inclusive Classrooms (프로젝트 접근법이 장애통합교실의 일반유아와 장애유아의 사회성발달에 미치는 효과)

  • Kim, Soo Young;Chung, Chung Hee;Kim, Joo Youn
    • Korean Journal of Child Studies
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    • v.26 no.1
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    • pp.229-245
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    • 2005
  • This study examines the effects of project approach to promote social development of children with and without disabilities in inclusive classrooms. Participants in this study were 22 children with disabilities and 86 children without disabilities enrolled in 4 classes at two inclusive daycare centers. The experimental group implemented the project approach and the control group followed a traditional early childhood curriculum. An ANCOVA was conducted with mean difference scores in pre- and posttests between experimental and control groups. Significant differences between control and treatment groups existed in social development of children without disabilities, but no significant changes were found in children with disabilities. From the findings, we inferred that the project approach is an effective curriculum model for inclusion. Implications for classroom practices and recommendations for future research were suggested.

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Play Types of Preschool Children with Disabilities : Mainstreaming versus Segregated Classrooms (통합과 분리학급 장애유아의 놀이 유형에 관한 연구)

  • Kim, You Jung;Chung, Chung Hee
    • Korean Journal of Child Studies
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    • v.24 no.2
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    • pp.51-62
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    • 2003
  • This study investigated differences in play types of preschool children with disabilities both in mainstreamed and segregated classrooms. The play behaviors of 50 preschool children with disabilities were observed and videotaped during free play time. Differences were found in children's dramatic and group play. Conclusions were that mainstreamed preschool program emphasizing a play-based curriculum could be an effective model for children with disabilities by providing for a variety of play types. Implications for mainstreaming education and for teacher education were discussed.

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Health Issues and Management for Children with Disabilities attending Daycare Centers (보육시설을 이용하는 장애아동의 건강문제와 건강관리 현황)

  • Kim, Ji-Soo
    • Child Health Nursing Research
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    • v.18 no.3
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    • pp.127-134
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    • 2012
  • Purpose: This study was conducted to investigate health issues of children with disabilities attending daycare centers, and to identify the way of teachers' management on child health. Methods: A cross-sectional descriptive study design was performed with a convenience sampling of 127 teachers from 19 daycare centers for children with disabilities and 175 teachers from 17 general daycare centers. A survey questionnaire was used to collect data, and the data were analyzed using the SPSS 17.0 program. Results: For the last one month, about 90% of the teachers working in daycare centers for children with disabilities had to care for sick children. When a child is sick, 50% of the teachers tended to contact with the parents of the child. The majority of the teachers caring for sick children experienced difficulties with no one available to give expert health care advice. Conclusion: The results of the study indicate that there are many health issues in daycare centers for children with disabilities and therefore health professionals need to be available to the centers. Specifically, health management services and programs need to be developed and provided for children with disabilities.

A comparative study on parenting stress between mothers who have young children with and without disabilities (장애유아 어머니와 비장애유아 어머니의 양육스트레스 비교연구)

  • Yang, Yeon-Suk
    • Korean Journal of Human Ecology
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    • v.16 no.1
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    • pp.17-26
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    • 2007
  • The purpose of this study was to compare parenting stress between mothers who have young children with and without disabilities. The subjects of this study were 100 mothers who take care of disabled children and 123 mothers who take care of non-disabled children. The children's ages were from 3 to 6 years. The results of this study were as follows; First, the mothers who have disabled children have more parenting stress than those who have ordinary children. Second, the mothers who have developmentally disabled children had more parenting stress than mothers who had other disabled children. Children's and mothers' ages had an influence on the parenting stress of the ordinary mothers. The mothers who had children with and without disabilities got less parenting stress as the mothers received more higher parenting efficacy, parent role satisfaction, marital satisfaction and family support.