Play Environment and Social Care

of Children with Disabilities

Chong Hee-Kyong

(Professor, School of Social Welfare, Gwangju University )

Introduction

• Leisure activity of children with disabilities facilitates already undergoing

rehabilitation along with positive effect on individual personality formation (Dattilo et

al, 2008). Furthermore, active engagement in such activities becomes the arena in

building a peer relationship, especially for those who have the tendency to depend

on immediate family by assisting them to acquire social skills necessary for local

community adaptation and inclusive education.

• An elementary schoolchild spends its leisure time with immediate family, whereas

an adolescent has little leisure time and spends time alone at home. Typical leisure

activities include watching TV or video, playing computer game, and internet surfing

(Lim et al, 2014).

• This presentation discusses the future development plan of cultural leisure

activities for children with disabilities by analyzing the current state of their play

environment through field research, as well as probing into much previous research.

1. The Disabled Population

2017

The disabled

in total

The disabled

children

(age 0-17)

est 267,000 (5.4% of the total

population)

est 89,000 (3.3%)

Ministry of Health and Welfare (2017)

Special

Class Elementary (age 7~12)

Special Day Care Center

Age 2~12

Elementary (age 7~12)

Special-

Education

School

Day Care Center

Therapeutic Institution (age 0~7)

2. Educational System for Disabled Children

Secondary School (age 13~19)

Secondary School (age 13~19)

Major (age 19~21)

Graduate from Special Day Care Center

Enter Special School

2-1. Special Education Target by Institution

Special Classroom 47,564 (53.2%)

Special School 25,798 (28.9%)

General Education Classroom 15,590 (17.4%)

Types of Disability

Total Number

Intellectual 48,084 (53.8%)

Autistic 11,422

(12.8%)

Physical 10,777 (12.1%)

Remaining others

19,070 (21.3%)

Ministry of Education (2017)

2-2. Experience of Discrimination in Inclusive Education

Division 2017

Entrance

Preschool 37.1

Elementary 40.3

Middle school 33.0

High School 26.0

University Level 11.6

School

Life

From instructor 19.8

From peer group 50.7

From other parents 18.4

- Negligence during class - Target for bullying among peers - Much satisfaction with separation

education - Lack of awareness of disability by

general teachers - Lack of awareness of disability

from parents of normal children

Sun (2012)

Morning school

Afternoon lunch and therapy

(psychotherapy, recreational)

At Home Quality family time (Mom doing chores)

Playing

Age 0~7

Playing at School and then focusing on therapy after

school

3. Daily Schedule of a Child with Disability

※ Daily routine of a child with disability (above age 7) : the case of A

4. Social care for children with disabilities

Disabled Welfare Center

General welfare Center

Special kindergarten

Private kindergarten

Hospital

Private therapy institution

welfare

education

therapy

4-1.Rehabilitation therapy support project for children with disabilities

Morning

Physiotherapy, Occupational therapy, Language therapy

Afternoon

Play therapy Psychotherapy Rehabilitation

At Home

Quality family time(Mom doing chores) (SRC Seoul Hospital)

0 years~7 years

Concentrate on therapy

4-2. Daily schedule of a child with disability

※ Daily routine of a child with disability (age 0-7) : the case of A

5. Leisurely activity for children with disabilities

Due to the requirement of help from an expert or facilities for

leisure, high expense is expected An acknowledgement that therapy comes as the priority for

children with disabilities than leisure Lack of research proving the effectiveness of leisurely activity Lack of facilities for leisurely activity in local community Lack of proper place for children with disabilities to enjoy

leisurely activity

Kim (2016)

Literature Review Kim (2016) The Perception of Leisure Activities

of Students with Physical Disabilities

Respondents’ Demographic /Composition of survey

Respondents’ Demographic information

Results

1. Meaning of leisure

Meaning of leisure

Refresh sad mood(29%)

Play well (19.4%)

Spen my own time(17.7%)

Results

2. Purpose of leisure activity

Purpose of leisure activity

To have a break (48.6%)

To do fun activity (31.4%)

To meet friends or other persons(20.0%)

Results

3. The reason why l do not take part in leisure activity

The reason why I do not take part in leisure activity

Shortage of information about leisure

activity (40.3%)

Shortage of time for leisure activity (25.8%)

Shortage of meoney (19.4%)

Results

4. Perents’ supporting for leisure activity

Parents’ supporting for leisure activity

Strongly support (54.8%)

Neutrally support (25.8%)

Results

5. Person who l like to take part in leisure activity together

Person who l like to take part in leisure activity together

friends(56.5%)

Family members(32.2%)

none (8.1%)

Results

6. Human resource for supporting leisure activity

Human resource for supporting leisure activity

Parents (53.2%)

Teachers (22.6%)

Others (11.3%)

Results

7. Need for leisure activity

Need for leisure activity

Necessary (56.6%)

Neutral (29.0%)

Results

8. Willingness to participate in leisure activity

Willingness to participate in leisure activity

Strongly agree (45.2%)

Neutral (40.3%)

Disagree (14.5%)

Leisure activity participation of a child with disability

• A child with developmental disability:

playing an instrument, singing or dancing

• A child with physical disability:

riding a bike, swimming,

practicing gymnastics

• The most participated activity: tourism-related

• The least participated activity: sports,

entertainment, recreation

• School activity: most participated activity

• Club activity: less participated

Lim (2014)

Conclusion & Implications

1. Children with disabilities in Korea are committed to rehabilitation treatment from the moment they are diagnosed at their parents’ discretion due to the belief that such treatment is effective in childhood. 2. Children with disabilities exhibit higher needs for leisure activities and satisfaction after participation as the grade goes up. Therefore, recently, schools are operating leisure activity programs reflecting the significance of leisure activities. 3. Nonetheless, it is the reality of the local community to lack required facilities for such children to experience leisure activities regardless of the time. 4. Thus, it is necessary for Korea to take various measures to support children with disabilities to be treated equal in their leisure activities having based on article 30 (D) of the CRPD.

References • Kim, Hye-Ri (2018) Perception about Leisure Activity among Students

with Physical Disabilities in Secondary Schools, Korean Journal of Physical, Multiple & Health Disabilities, Vol.61, No.2, 2018. 4. pp. 97~115

• Kim, Nan-Jin (2016) A Study on Recognition on Restructuring of Integrated Education in Gyeonggi Area, The Journal of Special Education: Theory and Practice No17, 2. pp. 123~143.

• Ministry of Education (2017) Statistics on Special Education in 2017 • Ministry of Health and Welfare (2017) Survey of disabled people in

2017 • Sun, Yong-Hya (2012) A Qualitative Study on the Problems of

Integrated Education. The journal lf special children education, Vol. 14, No. 2. 91-113

• Home Page : https://blog.naver.com/srcdream/220962622001 (SRC Seoul Hospital)