For independent living of learners with developmental disabilities
Evidence-based special education curriculum based on Applied Behavior Analysis (ABA)

We provide guidance on teaching methods that have been proven effective in educating learners with specific disabilities or age groups through numerous scientific studies.
Additionally, through an educational program divided into eight areas, we have organized the educational content and goals necessary for learners with developmental disabilities from 5th and 6th grades of elementary school to middle and high school students and adolescents.
This book focuses on the independent living of youth, while also presenting expert research in a relatively easy-to-understand manner, making it suitable for use at home and school.

Although behaviorist psychology has revealed several academic limitations, it nevertheless has significant significance in special education, especially in the education of students with developmental disabilities.
This is because, despite the internal characteristics of students, we believe that more positive behavioral changes can be expected through external factors that can be influenced by the efforts of parents or teachers.

--- p.34

After identifying the behaviors (skills) that parents or teachers are doing for the learner, you can then figure out which of these behaviors the learner would most like to learn.
For example, if a learner wants to learn the skill of preparing and eating meals on their own, they can set this as a goal.

--- p.64

If you teach serial skills backwards, it will inevitably take longer than if you teach them forwards.
However, there is an advantage in that parents or teachers can repeatedly observe the process of carrying out the steps before teaching and learning takes place through a single example.

--- p.91

Pictorial self-facilitation literally refers to a method of using pictures or photographs to help people complete a task.
For example, we want to teach students how to do laundry through systematic instruction and guide them to apply it on their own in real-life situations.
If learners sometimes forget the order or miss tasks, parents or teachers can take pictures of the sub-steps of sorting clothes, adding detergent, pressing the washing machine button, and then hanging the laundry to show them in order.

--- p.173

Even if a learner has a developmental disability, math should not end at simply being able to solve addition, subtraction, multiplication, and division problems.
Since our daily lives require the use of various mathematical knowledge and skills, mathematics education for students with developmental disabilities should focus on the essential knowledge required for functional purposes, enabling them to solve real-life mathematical problems.

--- p.240

In advanced welfare countries abroad, welfare professionals are deployed to support the daily life, housing, and health care of people with developmental disabilities such as intellectual disabilities or autism spectrum disorders, or relatively severe physical disabilities.
And one specialist is responsible for a relatively small number of disabled people.
This will naturally reduce the burden on parents.
As our country advances toward the ranks of advanced economies, I hope to see further advancements in the field of welfare for the disabled, a representative area of ​​selective welfare.

--- p.297