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The Legislation Act and Independence Living Support for Adults with Devel-
opmental Disabilities in Korea
Dankook University , Yeonsoo JeongDaegucyber University, Kyungsoon Park Jiyeon Han
2016. 10.26
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Index
Introduction
Movement of parents for enactment of law
Research method and Procedures
Result and Interpretation
Plan for the future
01
02
03
04
05
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Introduction• The purpose of this study is to support independence
living(IL) of adults with severe developmental disabilities(ASDD) after graduating school.
• ASDD have not been provided the same support like their school age from the government and returned ‘home again’ or entered to living institutions in Korean circumstances.
• Recently, the movements of parents and disabled advocacy groups have been proceeding actively to settle a center sys-tem for Independence Living support of ASDD
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Movements of parents for enactment of law
• There was not the concrete act to help ASDD but there are just the relevant acts until before then. The unified move-ments of the parents and advocacy groups became the foundation of supporting policy for ASDD at that time.
• Many parents of children with disabilities demonstrated against the government to improve their children’s quality of life and to acquire the educational opportunities. And they also demanded a face-to-face talk with the mayor of Seoul. Several parents shaved their heads and marched through the streets to accomplish their demands.
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Movements of parents for legislation of law
• Movements and activities of various parents societies for ASDD contributed to establish ‘ The Act on right promotion and support of people with developmental disabilities’ in April, 2014, and this law has been implemented since No-vember, 2015.
• Many parents and advocacy groups participated in the movement for legislation of law. The related photos is as fol-lows as.
• https://www.youtube.com/watch?v=NtRT-V_70vo(Struggle for legislation of the act for people
with developmental disabilities )
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Movements of parents for enactment of law
• inauguration ceremony
Demands of the mothers
Sit-down strike of parents and advocacy groups
Inauguration ceremony of promoting solidarity
Shaving parents’ heads
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Movements of parents and Legislation
Cheering of ParentsParliamentary passage of the act
Bill proposal of the actDiscussion for acceptance of the opinion
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Movements of parents for legislation of law
The issues
• Why should the law for people with developmental disabilities be legislated ?
• How can they live in their community?
• Which support is needed to maintain their human rights when their parents died?
At that time, a government officer said “We will begin to consider a good solution with you.”
“
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Research method and Procedures
• Participants • The participants of this study were some parents among the par-
ents union for ASDD and workers of lifelong education support center where operation is just beginning.
• For this study, interviews took place with parents about their activ-ities for legislation, their demands to the government and policy determination contents, effective ways for Independence Living and community inclusion.
• And this study also interviewed with workers of center about what is the most necessary education to the ASDD, what was the most difficult experience in the course.
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Research method and Procedures
• Data processing and analysis method
• The data collection was consisted of depth-interview of par-ents and workers.
• The analysis of collecting data was proceeded by a qualita-tive case study method.
• This study generated the results and interpretation through transcription, conceptualization, encoding, subtopic and core theme.
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Results and Interpretation
• The motives of the legislation - The people who the last railroad station are same - Not to be denied in the society • Experience of the course - Doubt and disbelief about adults education - Look with the surveillance - Uncomfortable living together
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• Way for the Independence Living of ASDD - Understanding and participation of lifelong education (basic literacy, humanities and refinement, vocational education, citizen
participation, culture and arts)
- Not to exclude but to engage - Mind of operator - Customized curriculum - To learn how to live together
Results and Interpretation
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Plans for the future
• Future improvement plans • Control tower and Cooperation between the organizations (special education, vocational rehabilitation, social welfare and lifelong
education of general)
• Cooperative system for program development ( from exclusion to engagement)
• Various research and studies for “Continuous Education”
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Thank you
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