The ultimate goal of special education is to have adolescents with disabilities adjust to their community, take a given role as community members, and at the end of, seek a self-fulfillment. To these ends, the negative mechanism that could affect on the adolescents with physical disabilities should ...
The ultimate goal of special education is to have adolescents with disabilities adjust to their community, take a given role as community members, and at the end of, seek a self-fulfillment. To these ends, the negative mechanism that could affect on the adolescents with physical disabilities should be reduced and the positive mechanism that affect social participation of them must be facilitated simultaneously. Futhermore, offering of instructions and strategies to cultivate a various competence of adolescents with physical disabilities that can achieve a successful transition from adolescence period to adulthood and lead a happy lives is essential. To make these works be realized, psychological factors as well as physical support factors should be considered. That is, the disability acceptance with which one is able to lead positive and satisfied lives, the resilience, an ability to cope with faced difficulties, and the social participation in various daily activities should be equipped for adolescents with physical disabilities. Nevertheless, there have been few researches conducted to explore the level and affecting factors of the disability acceptance, resilience, and social participation of adolescents with physical disabilities with multilateral aspects .
This study aimed to explore the structural relationship among disability acceptance, resilience, and social participation of adolescents with physical disabilities. To achieve these aims, the following research questions were established.
1. How the level of disability acceptance, resilience, and social participation of adolescents with physical disabilities according to their sociodemographic variables is?
2. How the structural relationship among the disability acceptance, resilience, and social participation of adolescents with physical disabilities is?
In order to fulfill these aims, construction of three scales through the literatures review was conducted. Then, carrying a survey and analyzing the collected data according to research questions were accomplished. The detailed methods of this study are as follows.
First, scales of disability acceptance, resilience, and the social participation of adolescents with physical disabilities were constructed through the literatures review. Three professors majoring in the special education, three special education teachers, and four graduate students checked the content validity. As well, face validity was verified by twenty adolescents with physical disabilities. Through these steps, final three scales were extracted. In next step, 255 adolescents with physical disabilities were asked to complete the questionnaire. With collected data, exploratory factor analysis, confirmatory factor analysis, and reliability analysis were performed.
Second, to investigate on the level of adolescents with physcial disabilities by sociodemographic variables, the independent-samples t-test and analysis of variance were used. As well, to explore the structural relationship among disability acceptance, resilience, and social participation of adolescents with physical disabilities, analysis of structural equation modeling was performed. In this process, verifying the appropriateness of measurement model, research model, and modified models was carried out. And then, by comparing research model with modified models, this study chose the final model.
Third, the direct effect, indirect effect, and total effect of disability acceptance, resilience, and social participation were explored by using path analysis and bootstrapping. As well, to verify the effect of regulation effect, multiple group path analysis and interaction effect analysis were performed.
The results of this study are as follows;
First, the level of disability acceptance of adolescents with physical disabilities was positive. And there were statistically significant difference according to sociodemographic variables such as age, grade, status on independent activities, and status on computer use. As well, the level of resilience was positive, and there were significant differences according to age, grade, onset of disabilities, status on independent activities, residential type, and status on the computer use. The level of social participation of adolescents with physical disabilities was positive. And there were significant difference by age, grade, onset of disabilities, status on independent activities, residential type, and status on the aids and computer use. At last, there were significant positive correlation among sub-domains of disability acceptance, resilience, and social participation.
Second, disability acceptance of adolescents with physical disabilities affected positively on resilience statistically significantly. Resilience of adolescents with physical disabilities affected on social participation significantly. And disability acceptance affected on social participation, but the influence was not significant statistically. Regarding to the mediating effect of resilience, this study could verify the significant indirect effect of resilience. Finally, there were significant regulation effect by sociodemographic variables such as status of computer use and age. In particular, on the path of affecting disability acceptance on resilience, the regulation effect of status on computer use was confirmed. As well, on the path of affecting disability acceptance on the resilience and social participation as well as the path of affecting resilience on social participation, the regulation effects of age were verified.
Based on these results, the exploration of grounds for using disability acceptance and resilience as effective tools to improve the recognition and self-confidence of adolescents with physical disabilities on the social participation could be possible. It can be also realized to design practical approaches and establish strategies to be applied potential programs in terms of disability acceptance, resilience, and social participation of adolescents with physical disabilities.
The ultimate goal of special education is to have adolescents with disabilities adjust to their community, take a given role as community members, and at the end of, seek a self-fulfillment. To these ends, the negative mechanism that could affect on the adolescents with physical disabilities should be reduced and the positive mechanism that affect social participation of them must be facilitated simultaneously. Futhermore, offering of instructions and strategies to cultivate a various competence of adolescents with physical disabilities that can achieve a successful transition from adolescence period to adulthood and lead a happy lives is essential. To make these works be realized, psychological factors as well as physical support factors should be considered. That is, the disability acceptance with which one is able to lead positive and satisfied lives, the resilience, an ability to cope with faced difficulties, and the social participation in various daily activities should be equipped for adolescents with physical disabilities. Nevertheless, there have been few researches conducted to explore the level and affecting factors of the disability acceptance, resilience, and social participation of adolescents with physical disabilities with multilateral aspects .
This study aimed to explore the structural relationship among disability acceptance, resilience, and social participation of adolescents with physical disabilities. To achieve these aims, the following research questions were established.
1. How the level of disability acceptance, resilience, and social participation of adolescents with physical disabilities according to their sociodemographic variables is?
2. How the structural relationship among the disability acceptance, resilience, and social participation of adolescents with physical disabilities is?
In order to fulfill these aims, construction of three scales through the literatures review was conducted. Then, carrying a survey and analyzing the collected data according to research questions were accomplished. The detailed methods of this study are as follows.
First, scales of disability acceptance, resilience, and the social participation of adolescents with physical disabilities were constructed through the literatures review. Three professors majoring in the special education, three special education teachers, and four graduate students checked the content validity. As well, face validity was verified by twenty adolescents with physical disabilities. Through these steps, final three scales were extracted. In next step, 255 adolescents with physical disabilities were asked to complete the questionnaire. With collected data, exploratory factor analysis, confirmatory factor analysis, and reliability analysis were performed.
Second, to investigate on the level of adolescents with physcial disabilities by sociodemographic variables, the independent-samples t-test and analysis of variance were used. As well, to explore the structural relationship among disability acceptance, resilience, and social participation of adolescents with physical disabilities, analysis of structural equation modeling was performed. In this process, verifying the appropriateness of measurement model, research model, and modified models was carried out. And then, by comparing research model with modified models, this study chose the final model.
Third, the direct effect, indirect effect, and total effect of disability acceptance, resilience, and social participation were explored by using path analysis and bootstrapping. As well, to verify the effect of regulation effect, multiple group path analysis and interaction effect analysis were performed.
The results of this study are as follows;
First, the level of disability acceptance of adolescents with physical disabilities was positive. And there were statistically significant difference according to sociodemographic variables such as age, grade, status on independent activities, and status on computer use. As well, the level of resilience was positive, and there were significant differences according to age, grade, onset of disabilities, status on independent activities, residential type, and status on the computer use. The level of social participation of adolescents with physical disabilities was positive. And there were significant difference by age, grade, onset of disabilities, status on independent activities, residential type, and status on the aids and computer use. At last, there were significant positive correlation among sub-domains of disability acceptance, resilience, and social participation.
Second, disability acceptance of adolescents with physical disabilities affected positively on resilience statistically significantly. Resilience of adolescents with physical disabilities affected on social participation significantly. And disability acceptance affected on social participation, but the influence was not significant statistically. Regarding to the mediating effect of resilience, this study could verify the significant indirect effect of resilience. Finally, there were significant regulation effect by sociodemographic variables such as status of computer use and age. In particular, on the path of affecting disability acceptance on resilience, the regulation effect of status on computer use was confirmed. As well, on the path of affecting disability acceptance on the resilience and social participation as well as the path of affecting resilience on social participation, the regulation effects of age were verified.
Based on these results, the exploration of grounds for using disability acceptance and resilience as effective tools to improve the recognition and self-confidence of adolescents with physical disabilities on the social participation could be possible. It can be also realized to design practical approaches and establish strategies to be applied potential programs in terms of disability acceptance, resilience, and social participation of adolescents with physical disabilities.
※ AI-Helper는 부적절한 답변을 할 수 있습니다.