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자폐 범주성 장애 청소년 및 성인을 위한 직업기술 중재 연구의 연구동향 및 질적 분석: 국내외 단일대상연구를 중심으로
서민경 ( Suh Minkyung ),김유리 ( Kim Yu-ri ) 한국특수아동학회 2017 특수아동교육연구 Vol.19 No.3
As individuals with autism spectrum disorders(ASD) transition to adulthood, there is very little evidence and specific information available for vocational interventions. Purpose: The purpose of this systematic review of the literature was to analyze vocational intervention for adolescents and young adults with ASD. Method: This study reviewed vocational interventions for individuals with ASD that have been published abroad and domestically from 2000 to 2016. Authors assessed 21 single-subject studies against inclusion/exclusion criteria and analyzed data regarding participant characteristics, research design, intervention settings, intervention types, and outcomes, and Council for Exceptional Children(CEC) standards of evidence-based practices. Results: Vocational studies are increased from since 2000 and most studies published after 2005. Among 21 studies, 14 studies used a multiple-baseline design and high school students were popular participants in studies compared to the numbers of young adults and middle students. The most studied intervention types were computer-assisted instruction that include video modeling and audio prompts. Vocational interventions were used to improve clerical skills, cooking skills, cleaning, operating skills, delivery skills, manufacturing skills. There was no study met CEC standards. Conclusion: Twenty-one studies have been conducted to assess vocational interventions for adolescents and young adults with ASD. Each study showed that vocational interventions were effective in increasing accuracy of work performance, work efficiency, and independence. Based on these results future research direction and recommendations were discussed.
발달장애 성인의 성과 성교육에 대한 장애복지기관 종사자의 경험 및 인식
김유리 ( Kim Yu-ri ),표윤희 ( Pyo Yunhui ),서민경 ( Suh Minkyung ),조당을 ( Cho Dangeul ) 대구대학교 한국특수교육문제연구소 2021 특수교육저널 : 이론과 실천 Vol.22 No.1
[Purpose] This study aims to understand and explore subjective experiences and perceptions of disability service providers regarding discussions on sexuality and sexuality education, as well as any issues that they believe are important in such matters. [Method] Ten disability service providers participated in semi-structured interviews. Due to the COVID-19 pandemic, all interviews were conducted via webcam using a video-conferencing platform. Data were transcribed and then coded for themes as part of a thematic analysis. [Results] Nine sub-themes under four themes emerged from the data: the nature of sexuality and love, attitudes to sexuality and love, sexuality education practices and related support, and support for needs relating to sexuality education. This study concluded that disability service providers understand individuals with developmental disabilities to be sexually motivated and have sexual needs and desires regardless of their disability. Disability service providers plan, coordinate, and deliver sexuality education in collaboration with other professionals, but they do not feel supported in the workplace. They also stressed the importance of including a wide range of topics, such as intimate relationships, marriage, and having children. Given the sensitive nature of the topic, disability service providers thought that it was more important that parents should be motivated to improve sexuality knowledge and attitudes toward sexuality. [Conclusions] The identification of these themes highlights the significance of understanding disability service providers’ perception and the need to facilitate support system and program development.