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A Continuous State of Tension : The Mothers With Experience and a Change When Their Disabled Children Entered a Primary School for One Year

  • Korean Journal of Occupational Therapy
  • Abbr : Korean J of Occup Ther
  • 2011, 19(3), pp.35-50
  • Publisher : Korean Society Of Occupational Therapy
  • Research Area : Medicine and Pharmacy > Working Therapeutics

한미애 1 Kiyeon Chang 2 박내화 2

1솔파란 아동연구소
2우송대학교

Accredited

ABSTRACT

Objective : This study was aimed to figure out how the disabled children fit in a primary school and understand the meaning of the parents with both experience and a change when their disabled children entered a primary school. Methods : Qualitative research with phenomenological methods used in order to thoroughly understand and describe the parents of experience and a change, The subjects were four mothers whose disabled children attended a S children research institute in Daejeon and experienced the curriculum for one year after entrance into a primary school. An in-dept interview consisted of three stage for subjects was conducted respectively in order to collect data. Colaizzi used as analysis methods in order to educe meaningful sentences or phrases from what subjects described. General and abstractive statements based on those methods not only allowed to form the meaning of the sentences or phrases and be categorized as a bunch of theme but also enabled to describe the intrinsic structure of experience. Results : The experience and meaning from this study are as in the following. First, subjects suffered from anxiety, apprehend and regret because they did not be prepared. Second, they were in tense and simultaneously had worry and inner conflicts in choosing which school to be for the second child. Third, they had anxiety and apprehend about the ability of their children to fit in a primary school and expectations of their children. Fourth, they became intimate with teachers through a long conversation with the teachers. Fifth, though a difficult process, they found that their children and themselves had grown. Conclusions : We should make a successful transition by understanding parents who had disabled children with experience, a change and difficulties based on the results and through development and conduction of proper pre-school adaptation programs(proper family support and integrated occupational therapy aid services) which were related with a character of a school-age children.

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