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1 Journal of Educational Innovation Research 2018, Vol. 28, No. 2, pp DOI: * The Basic Study on the Program Development of Modular Leisure Education Based on the Daily Living for Students with Developmental Disabilities Purpose: The purpose of this study was to develop modular leisure education program based on the daily living in order to provide suitable leisure education for students with developmental disabilities. Method: Literature analysis was applied to complete the research questions on the basis of the related literature on the leisure of students with disabilities, curriculum, and textbooks. This study had two dimensions of literature research and development research. Results: The modular education program was constructed in three phases of a big-module, a middle-module, and a small-module. The big-module consisted of five categories which were relaxation, sports, cultural and arts, liberal arts, and travel leisure activities. Relaxing leisure activities consisted of home and social community leisure activities, depending on places. Sports leisure activities were comprised of physical leisure activities and daily life instrumental leisure activities. Cultural and arts leisure activities were made up of music, arts, literary, and image leisure activities. Liberal arts leisure activities were formed of after-school leisure activities programs and community welfare and cultural center leisure programs. For travel leisure activities, theme travel and overseas travel were selected as category selection. Conclusion: The diverse lists of leisure activities were suggested at the phase of small-module so that teachers or parents could select and reconstruct educational activities for students with developmental disabilities. Key words : Developmental Disabilities, Daily Living, Module, Leisure, Program * 2016 (NRF-2016S1A5A2A ). Corresponding Author: Lee, Mi-Suk. Kongju National University, Dept. of Special Education, 182 Shinkwan Dong, Gongju, Chung Nam, Korea,

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19 Badia, M., Orgaz, M. B., Verdugo, M. A., & Ullan, A. M. (2013). Pattern and determinants of leisure participation of youth and adults with developmental disabilities. Journal of intellectual disability research, 57(4), Ertuzun, E. (2015). Effects of leisure edcucation programme including sportive activities on peceived freedom in leisure of adolescents with intellectual disabilities. Educational Research and Reviews, 10(16), Johnson, D. E., Bullock, C. C., & Ashton-Shaeffer, C. (1997). Families and leisure: A context for learning. Teaching Exceptional Children, 30(2), Leyser, Y., & Cole, K. B. (2004). Leisure preferences and leisure communication with peers of elementary students with and without disabilities: Educational implications. Education, 124(4), Masgrave, G. R. (1975). Individualized Instruction: Teaching Strategies Focusing on the Learner. Boston: Allyn and Bcaon. Modell, S. J., Rider, R. A., & Menchetti, B. M. (1997). An exploration of the influence of educational placement on the community recreation and leisure patterns of children with developmental disabilities. Perceptual and Motor Skills, 85(2), Sirvis, B., & Cieloha, D. (1980). Recreation & leisure skills in umbreit, J. & Cardullias, P. J. (Eds.). Educating the severely physically handicapped. Columbus. O. H.: Division of Physically Handicapped. Solish, A., Perry, A., & Minnes, P. (2010). Participation of children with and without disabilities in social, recreational and leisure activities. Journal of Applied Research in Intellectual Disabilities, 23(3), Steere, D. E., Rose, E., & Cavaiuolo, D. (2007). Growing up: Transition to adult life for students with disabilities. New York: Pearson Education, Inc.. West, M. (2001). Independent living. In P. Wehman (Ed.), Life beyond the classroom; trasition strategies for young people with disabilities (3rd ed.)(pp ). Baltimore: Paul Brookes. : / : / :

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