The subsidy of developmental rehabilitation service (voucher) has gone unchanged for more than 10 years without consideration of rising prices or minimum wages, and thus they do not provide high quality rehabilitation services. The purpose of this study was to examine the awareness of the parents of disabled children using vouchers in regards to the use status and subsidy appropriateness of vouchers, in particular, vouchers for speech-language therapy (ST) services. Methods: A questionnaire consisted of 24 questions about the use status and subsidy appropriateness of vouchers and vouchers for ST was distributed to parents of disabled children who were currently using vouchers. Two hundred seventy-six questionnaires were collected and analyzed. Results: Eighty-five percent of the respondents answered that the current subsidy of voucher was not appropriate, with the most frequent response being that KRW 310,000-400,000 would be the appropriate amount. Most children were receiving two types of therapy using vouchers, and the most commonly used type of therapy was ST. The number of ST sessions per month using vouchers was 4 times, however the number of ST session believed to be necessary was 8 times. Seventy-four percent of the respondents said that they paid more than KRW 80,000 in addition to voucher. Conclusion: The developmental rehabilitation service voucher has been provided for the purpose of improving the functioning of disabled children and alleviating the burden of their family, however there is not enough voucher support to achieve t purpose, and it is necessary to increase the amount of voucher subsidy.

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This study aimed to examine the morphological awareness of school-age children in relation to the level of vocabulary development. Methods: The subjects of the study were 14 children in the at risk group of vocabulary development delay in the 3rd grade of elementary school, and 14 children who matched these children in chronological age and vocabulary level. A total of 42 children participated in the study. This studu used the task of morphological awareness developed based on the previous research, considering the type of words (cmpound and derivative) and transparency. Results: The results of the study are as follows: First, the total score of morphological awareness was significantly different between the three groups. There was no difference between the at-risk group and the children's group who were matched at the vocabulary level, but there was a significant difference between the groups with different vocabulary levels. Second, all three groups had low ability to perform tasks on derivatives. There was no significant difference between the vocabulary level matching group and the children in the vocabulary development delay group in the compound language task, but there was a significant difference in the derivative tasks. Third, there was a significant difference between the groups according to the transparency. The difference between the age-matched group and the other two groups was significant and the difference between the at-risk group and the vocabulary level match group was not significant. Conclusion: This result was suggested that the relationship with morphological awareness in early vocabulary evaluation and intervention should be considered.

The purpose of this study was to investigate the effect of morphological awareness-based vocabulary interventions on vocabulary in children with language learning disabilities. The participants were three children with language learning disabilities, the evaluation procedure was pre-tested before intervention and post-tested after intervention. Two weeks after post-testing, a maintenance test was conducted. The task was used to find out the change in quantitative and qualitative vocabulary, morphological awareness, and multimorphemic words definition ability. The intervention program was produced by based on prior research and consisted of five stages: listening, sorting, morpheme detaching and adding, using strategies based on the meaning of the target words in the context, and making vocabulary dictionaries. The morphological awareness-based vocabulary intervention program had a positive effect on the quantitative and qualitative vocabulary and morphological awareness skills of children with language learning disabilities. The morphological awareness-based vocabulary intervention program, is an effective teaching strategy for children with language learning disabilities.

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