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Peer Reviewed Professional Articles

[Peer-Reviewed Articles Only: Park-Lee, S., Seung Hee Park, ; Full names of authors were listed]

1987

  1. Meyer, L. H., Eichinger, J., & Park-Lee, S.  (1987). A validation of program quality indicators in educational services for students with severe disabilities. Journal of the Association for Persons with Severe Handicaps, 12(4), 251-263.  

1988

  1. Kishi, G., Teelucksingh, B., Zollers, N., Park-Lee, S. , & Meyer, L. H. (1988). Daily decision making in community residences: A social comparison of adults with and without mental retardation. American Journal on Mental Retardation, 92(5), 430-435.  

1994

  1. Park-Lee, S. (1994). New conceptualization of mental retardation and its implications. Journal of the Korean Society for Special Education, 10, 85-110.
  2. Ayres, B. J., Meyer, L. H., Erevelles, N., & Park-Lee, S. (1994). Easy for you to say: Teacher perspectives on implementing most promising practices. The Journal of the Association for person with Severe Handicaps, , 19(2), 84-93.  
  3. Seung Hee Park, . (1994). Social relationship between students with and without disabilities: Nondisabled students' perceptions of their inclusive education experiences. Journal of the Korean Society for Special Education, 11, 95-126.

1995

  1. Seung Hee Park, . (1995). An analysis of the nature of integrated education practices with students with disabilities: Problems and solutions. The Journal of Research for Human Development, 23, 47-67.
  2. Seung Hee Park, . (1995). Innovative directions to improve the quality of special vocational education. The Journal of Curriculum and Instruction, 4, 79-97.  

1996

  1. Seung Hee Park, . (1996).Roles of special education teachers for including students with special needs in general education classrooms. The Journal of Elementary Education, 10, 177-197.  

1997

  1. Eunhey Park, & Seung Hee Park, . (1997). A study on program development of in-home respite care for families of children with disabilities. Journal of the Korean Society for Special Education, 14 (1), 117-147.  
  2. Seung Hee Park, . (1997). The current best practices of curriculum for students with severe disabilities. Journal of the Korean Society for Special Education, 14 (2), 1-28.  

1999

  1. Seung Hee Park, . (1999). Future directions in improving the status and educational quality of Korean special classes in the early 21st century: Advances in the arrangements among special schools, special classes, and regular classes. 한Journal of the Korean Society for Special Education, 33 (2), 35-66.  
  2. Seung Hee Park, . (1999). Development of an inventory of functional vocabulary for community functioning of students with mental retardation. Rehabilitation Research,3 (1), 23-57.
  3. Seung Hee Park, . (1999). Concept and implementation procedures of instructional adaptations for students with disabilities included in the general education classroom. Journal of the Korean Society for Special Education, 34 (2), 29-71.

2000

  1. Sookyoung An, & Seung Hee Park, . (2000). A study on the effects of teaching cooperative play on aggressive behaviors of children with mental retardation. The Journal of Curriculum & Evaluation, 3 (1), 221-236.  
  2. Sooyoun Kim, & Seung Hee Park, . (2000).Community-referenced leisure education for students with disabilities: Conceptualization and instructional practice. Journal of the Korean Society for Special Education, 35 (3), 163-193.  
  3. Seung Hee Park, . (2000). Social validation of the components of quality of life for persons with disabilities in Korea. TRehabilitation Research, 4 (2), 72-120.  

2001

  1. Sunsil Choi, & Seung Hee Park, . (2001). General education teachers' support needs for inclusive education practices in regular elementary schools. The Journal of Elementary Education, 14(2), 319-347.  
  2. Hyunju Park, & Seung Hee Park, . (2001). The effects of the instruction of self-scheduling for adults with mental retardation living in the group homes. Korean Journal of Communication Disorders, 6 (1), 236-266.  
  3. Seung Hee Park, . (2001). New options in the identities and roles of special schools in Korea. Korean Journal of Special Education, 36 (1), 1-28.  
  4. Injin Jun, & Seung Hee Park, . (2001). Identification of appropriate roles of teacher assistants in special education practices. Korean Journal of Special Education, 36 (3), 233-265.  

2002

  1. Yongsug Park, & Seung Hee Park, . (2002). The effects of a situation based sexual abuse prevention program for female students with mental retardation. Korean Journal of Special Education, 36 (4), 1-27.  
  2. Seung Hee Park, . (2002). A model for building-level curricular planning for curricular inclusion of students with disabilities in inclusive schools. Korean Journal of Special Education, 37 (1), 199-235.  
  3. Jungyeon Heo, & Seung Hee Park, . (2002). A validation of factors influencing parents' selection of elementary school placements for their children with disabilities. Korean Journal of Communication Disorders, 7 (2), 269-293. .  
  4. Rakyung Kim, & Seung Hee Park, . (2002). Effects of co-teaching on the achievement of social studies of students with learning disabilities and without disabilities. The Journal of Elementary Education, 15 (2), 19-45.  
  5. Seung Hee Park, . (2002). A nationwide study on the correlation between general school administrators' supports and special class teachers' job satisfaction. Korean Journal of Special Education, 37 (2), 221-247.  
  6. Haesong Chang, & Seung Hee Park, , & Younghee Jung. (2002). SA review of visual communication with PECS for children with autism.Special Education Research & Practice, 1, 29-46.  

2003

  1. Seung Hee Park, . & Kyungsook Kang. (2003). An analysis of the content of inclusive education action plans in guidelines for elementary school curriculum and management. The Journal of Elementary Education, 16 (1), 423-447.  
  2. Seung Hee Park, . & Haesong Chang. (2003).Collaborative teaming between teachers and speech pathologists for classroom-based language interventions in school settings. Korean Journal of Communication Disorders, 8 (1), 117-143.  
  3. Haesong Chang, & Seung Hee Park, . Effects of community-based instruction on the general community functioning of six high school students with severe mental retardation. Journal of Emotional & Behavioral Disorders, 19 (2), 23-51.  
  4. Sooyoun Kim, & Seung Hee Park, . (2003).Effects of integration and play adaptation of the play program on emotional competence and playfulness of students with and without disabilities. Korean Journal of Special Education, 37 (4), 243-269.  
  5. Seung Hee Park, . & Suhyun Na. (2003).A nationwide study on special high school teachers' and students' needs for quality curriculum implementation for the college entrances. Korean Journal of Special Education, 37 (4), 243-269.  
  6. Sooyoun Kim, & Seung Hee Park, . (2003).Elements of play programs for promoting social inclusion of children with and without special needs. Special Education, 2 (2), 35-56.  

2004

  1. Seung Hee Park, . (2004). Evolution of conceptualization of disability and implication for creating supports for people with disabilities. Korean Journal of Special Education, 38 (4), 27-65.  
  2. Kyungae Choi, & Seung Hee Park, . (2004). Effects of a link program between special and ordinary school on high school students' social distance toward students with disabilities. Journal of Emotional & Behavioral Disorders, 20 (1), 279-314.  
  3. Yunha Park, & Seung Hee Park, . (2004). Effects of community-based instruction with withdrawing visual cues and overt observation on the performance of subway riding of adolescents with autism. Journal of Emotional & Behavioral Disorders,20 (2), 217-250.  
  4. Seung Hee Park, . (2004). An overview and effects of the adult education program for person with developmental disabilities at a university affiliated continuing education center. Korea Journal of Special Education, 39 (1), 39-75.  
  5. Kyehynun Kim, & Seung Hee Park, . (2004). An analysis of the type and frequency of natural supports provided by co-workers for workers with mental retardation in inclusive workplace. Journal of Vocational Rehabilitation, 14 (2), 57-88.  

2005

  1. Haesong Jang, & Seung Hee Park, . (2005). Effects of the community-based intervention package using the multi-components on the independent performance of community use skills in high school students with mental retardation. Korean Journal of Special Education, 40 (1), 219-243.  
  2. Eunhee Yang, & Seung Hee Park, . (2005). Effects of 'Good Friend Program' on the qualities of friendship between high school students with and without disabilities. Journal of Emotional & Behavioral Disorders, 21 (2), 131-157.  
  3. Seung Hee Park, . & Youngran Kim. (2005). Current status and issues of implementation of 'therapeutic education activity' in Korean special schools. Korean Journal of Communication Disorders, 10 (2), 101-127.  
  4. Seung Hee Park, . (2005). Delay of elementary school enrollment of children with disabilities: Mothers' opinions and interpretations. Special Education Research, 4 (2), 43-74.  

2006

  1. Younmi Lee, & Seung Hee Park, . (2006). Effects of community-based leisure skill instruction on the bowling performance of adults with mental retardation. Korean Journal of Special Education, 40 (4), 279-302.  
  2. Haesong Jang, & Seung Hee Park, . (2006). A qualitative study on the effects of community-based instruction on the social relationships among adolescents with disabilities and their general education peers. Korean Journal of Special Education, 41 (2), 69-93.  
  3. HyunJu Hwang, & Seung Hee Park, . (2006). School administrators' roles for the implementation of inclusive education in general elementary schools. Journal of Emotional & Behavioral Disorders, 22 (4), 47-49.  
  4. Seung Hee Park, . & Suhyun Na. (2006). Perceptions and improvement needs of disability registration system by nationwide parents of the students with special needs in Korea. Journal of Emotional & Behavioral Disorders, 22 (3), 1-33.

2007

  1. Seung Hee Park, . (2007). Current status and issues of the implementation of link programs between special and ordinary schools in Korea. Korean Journal of Special Education, 41 (4), 55-87.  
  2. Beonyoung Kim, & Seung Hee Park, . (2007). Effects of instructional adaptations on the problem behaviors and task engagement behaviors of students with disabilities in elementary inclusive classrooms. Korean Journal of Special Education, 42 (1), 19-49.  
  3. Shinryung Lee, & Seung Hee Park, . (2007). Teachers' and peers' perception of the priority social skills required for students with intellectual disabilities in inclusive middle schools. Journal of Emotional & Behavioral Disorders, 23 (3), 233-263.  
  4. Yunhee Park, & Seung Hee Park, . (2007). Popularity factors of popular students with disabilities in elementary inclusive classrooms. Korean Journal of Special Education, 42 (4), 1-22.  
  5. Eunsheo Kim, & Seung Hee Park, . (2007). Mothers' perception of positive effects of rearing a child with intellectual disability on their families. Journal of Emotional & Behavioral Disorders, 23 (4), 263-289.  

2008

  1. Seung Hee Park, . (2008). Components of the inclusive exchange program between special and ordinary schools. Korean Journal of Special Education, 42 (4), 93-120.  
  2. Suhyun Na, & Seung Hee Park, . (2008). Transition skills from elementary to general middle schools for students with disabilities. Journal of Emotional & Behavioral Disorders, 24 (1), 259-284.  
  3. Donghee Kim, & Seung Hee Park, . (2008). Comparisons of the relationships between social supports and school adjustment among students in special classes at elementary, middle, high schools. Special Education Research, 7 (1), 145-172.  
  4. Seung Hee Park, . (2008). Exploring the nature of secondary special education in Korea. The Japanese Journal of Special Education, 45 (6), 365-382.  
  5. Boyeon Jung, & Seung Hee Park, . (2008). Effects of situation-based safety instruction on the performance of safety skills of adolescents with intellectual disabilities in a community vocational training site. Journal of Vocational Rehabilitation, 18 (2), 181-211.  
  6. Jiyoung Park, & Seung Hee Park, . (2008). Current status and issues of the inclusive education practices for students with disabilities at alternative elementary schools. Korean Journal of Special Education, 43 (3), 69-100.  

2009

  1. Seon Jin Chung, & Seung Hee Park, . (2009). Effects of a parent education program for their children's transition to elementary school on parenting stress and ways of coping in mothers of children with disabilities. The Korean Journal of Early Childhood Special Education, 9 (1), 135-160.  
  2. Seung Hee Park, . & Jung A Hong. (2009). A qualitative inquiry on peer supports among children in an inclusive classroom. The Journal of Elementary Education, 22 (2), 307-334.  
  3. Seung Hee Park, . & Jung A Hong. (2009). Natural supports in inclusive schools: Issues in conceptualization and application. Korean Journal of Special Education, 44 (1), 49-83.  
  4. Sun-Hee Park, & Seung Hee Park, . (2009). A national survey on job coaches' implementation and implementation difficulties of the procedures of supported employment. Journal of Vocational Rehabilitation, 19 (2), 5-34.  
  5. Eun Suk Ji, & Seung Hee Park, . (2009). Effects of a self-esteem promotion program on the self-esteem and school adjustment of children with intellectual disabilities in elementary special classes. Journal of Emotional & Behavioral Disorders, 25 (3), 111-136.  
  6. Seung Hee Park, . & Suhyun Na. (2009). Need assessment for developing the contents of in-service training for staff in group homes. Special Education Research, 8(2), 55-84.  
  7. Ji-sun Lee, & Seung Hee Park, . (2009). The current status of inclusive science classes for students with disabilities and collaboration needs among teachers in middle schools nationwide. Journal of Education Studies, 40 (3), 81-116.  
  8. Suhyun Na, & Seung Hee Park, . (2009). The effects of an elementary to middle school transition support program on the school adjustment of students with disabilities in inclusive middle schools. Korean Journal of Special Education, 44 (3), 85-109.  

2010

  1. Seung Hee Park, . (2010). A demonstration study of the supported employment program for individuals with intellectual disabilities in a university. Journal of Vocational Rehabilitation, 20 (1), 93-127.  
  2. Seung Hee Park, . (2010). Comparisions of peer supports among children at elementary inclusive classrooms in Korea and Japan. The Journal of Elementary Education, 23 (3), 71-103.  
  3. Sungha Jung, & Seung Hee Park, . (2010). Stress factors of mothers of children with disabilities affiliated with their children’s transition to inclusive elementary schools. The Korean Journal of Early Childhood Special Education, 10 (4), 19-43.  
  4. Eunha Kim, & Seung Hee Park, . (2010). A review of post-secondary education programs for persons with intellectual and developmental disabilities across colleges in the USA. Korean Journal of Special Education, 45 (3), 43-71.  

2011

  1. Heeseon Heo, & Seung Hee Park, . (2011). Effects of a class-wide peer supporter program on the friendship between children with and without disabilities and on the school adjustment of children with disabilities. Special Education Research, 10 (1), 155-186.  
  2. Sunsil Choi, & Seung Hee Park, . (2011). An analysis of coworker interventions for supporting workers with intellectual disabilities in supported employment settings. Disability & Employment, 21 (2), 217-245.  
  3. Mibin Lim, & Seung Hee Park, . (2011). Teaching supervision for newly appointed special class teachers: Current status and suggestions for improvement. Special Education Research, 10 (2), 55-81.  
  4. Seunggu Lee, & Seung Hee Park, . (2011). Effects of classwide peer tutoring on the students' mathematics learning attitudes and achievement at an inclusive elementary class. The Journal of Elementary Education, 24 (3), 297-324.  
  5. Sunhwa Cho, & Seung Hee Park, . (2011). Effects of universally designed inclusive elementary science classes on the science achievement of students without and with disabilities. Korean Journal of Special Education, 46 (2), 51-84.  
  6. Heeseung Jung, & Seung Hee Park, . (2011). Effects of a role-play based self-advocacy instruction on the performance of self-advocacy of the students with intellectual disabilities in inclusive high schools. Korean Journal of Special Education, 46 (3), 47-78.  
  7. Ji Su Kim, & Seung Hee Park, . (2011). Effects of comic strip conversation on the social interaction of young children with developmental delay in an inclusive setting. The Korean Journal of Early Childhood Special Education, 11 (4), 57-79.  

2012

  1. Sun Young Kang, & Seung Hee Park, . (2012). Effects of class-wide positive peer reporting on the behavior problems and self-concept of elementary students. Journal of Emotional & Behavioral Disorders, 28 (2), 49-74.  
  2. Seung Hee Park, , Jung A Hong, & Sunsil Choi. (2012). Development and use of the quality indicators of inclusive education: Toward the evaluation of elementary inclusive education. Korean Journal of Special Education, 47 (1), 87-117.  
  3. Jeong-Ah Ku, & Seung Hee Park, . (2012). Perception differences among special education personnels: Focusing on images of and attributed causes of disabilities and service options for students with disabilities. Journal of Intellectual Disabilities, 14 (2), 101-130.  
  4. Eunha Kim, & Seung Hee Park, . (2012). An application of person-centered planning to the development of individualized plans for persons with developmental disabilities. Journal of Emotional & Behavioral Disorders, 28 (3), 259-292.  
  5. Seung Hee Park, , Hyun-Sook Park, Ji Yeon Park, & Suk-Hyang Lee. (2012). Successful transition from school to adulthood for youth with developmental disabilities: Influencing factors and support strategies. Korean Journal of Special Education, 47 (2), 141-175.  
  6. Su Me Kim, & Seung Hee Park, . (2012). The effects of social skill teaching using self-management strategies on social behaviors of employees with intellectual disabilities. Korean Journal of Special Education, 47 (3), 37-63.  

2013

  1. Hyei Young Roh, & Seung Hee Park, . (2013). A qualitative inquiry on the four-year lasting supported employment of individuals with intellectual disabilities at a university. Disability & Employment, 23 (1), 235-271.  
  2. Shin Ryung Lee, & Seung Hee Park, . (2013). The effects of a situation-based conflict resolution program on the adolescents with intellectual disabilities in inclusive middle schools. Korean Journal of Special Education, 48 (1), 19-47.  
  3. Eunha Kim, & Seung Hee Park, . (2013). A career education program with person-centered planning: Effects on career attitude, achievement motivation, and self-efficacy/outcome expectancy for the educational planning of adolescents with intellectual disabilities. Korean Journal of Special Education, 48 (2), 41-69.  
  4. Jae-wan Choi, & Seung Hee Park, . (2013). Differential effects of class-wide peer tutoring with team and whole reinforcement on the elementary inclusive English class climate students' spelling achievement. Korean Journal of Special Education, 48 (3), 227-246.  

2014

  1. Young-A Lee, & Seung Hee Park, . (2014). Effects of the elementary program using co-teaching on the career maturity and learning motivation of students with and without disabilities. Special Education Research, 13(1), 245-271.  
  2. Yeo-Kyung Yang, & Seung Hee Park, . (2014). The effects of an inclusive service learning program of visiting senior citizens' centers on elementary students with and without disabilities. Special Education Research, 13(2), 75-109.  
  3. Seung Hee Park, . (2014). The best practices for the education of students with intellectual disability: Current advances and tasks for the future advances. Journal of Intellectual Disabilities, 16(2), 1-31.  
  4. Jung-A Hong, & Seung Hee Park, . (2014). Effects of a class-wide social emotional learning program on elementary students' emotional intelligence and peer supports in inclusive classroom. Korea Journal of Special Education Research, 49(2), 213-239.  
  5. Kyung-Hee Park, & Seung Hee Park, . (2014). A dating skill program for high school students with intellectual disabilities: Effects on the interpersonal relationships and dating skills. Journal of Intellectual Disabilities, 16(3), 93-121.  
  6. Hye-Jin Nam, & Seung Hee Park, . (2014). Effects of a diversity education program on the students' empathy ability, cultural sensitivity and disabilities acceptance attitudes in an inclusive elementary school. Special Education Research, 13(3), 53-76.  

2015

  1. Seung Hee Park, , Hyo-Jung Lee & Suhng June Hur. (2015). Current status of the instruction practices of special and inclusive classes in nationwide middle schools in Korea. Special Education Research, 14(1), 27-62.  
  2. Kyung In Han, & Seung Hee Park, . (2015). Effects of an empathy enhancing program embedded in the national elementary curriculum on children’s empathy ability, aggressive behaviors, and inclusive classroom climate. Journal of Emotional & Behavioral Disorders, 31(1), 337-364.  
  3. Seung Hee Park, , Jung-eun Lee, Hye-li Choi & Sung-hee Youn. (2015). A preliminary study on the diagnostic assessment procedures for identifying students with intellectual disabilities at special education support centers at Seoul. Journal of Intellectual Disabilities, 17(1), 29-61.  
  4. Jisu Kim, & Seung Hee Park, . (2015). A qualitative inquiry on "Career-Jump, Hope for Job" program supporting transition from school to employment for students with developmental disabilities. Disability & Employment, 25(3), 73-100.  
  5. Seung Hee Park, , Sangshin Jeon, & Jiyeon Park. (2015). Content, outcomes, and tasks of the service activities or service learning implemented in elementary and secondary schools: A review of the literature between 1995 and 2014. Korean Journal of Special Education, 50(2), 249-276.  
  6. Seonga Lee, & Seung Hee Park, . (2015). A self-understanding program with acceptance of disability for adolescents with developmental disabilities: Current status and content validation. Korean Journal of Special Education, 50(3), 23-52.  
  7. Soo jin Bae & Seung Hee Park, . (2015). Effects of cross-age peer tutoring among students with developmental disabilities on the tutees’ functional skills and tutors’ school-life satisfaction and self-esteem. Journal of Emotional & Behavioral Disorders, 31(4), 149-176.  

2016

  1. Hyunsoo Kwon, & Seung Hee Park, . (2016). A national survey of service activities and participation of students with disabilities enrolled in inclusive elementary schools. Special Education Research, 15(1), 5-28.  
  2. Jieun Cho, & Seung Hee Park, . (2016). Effects of functional mathematics instruction with smartphone calculator application on purchasing skills within budgets of adults with intellectual disabilities. Special Education Research, 15(3), 5-33.  
  3. Hyei Young Roh, & Seung Hee Park, . (2016). The effects of a self-regulation enhancement program on students’ self-control, peer support, and class participation in elementary inclusive classrooms. Journal of Emotional & Behavioral Disorders, 32(3), 115-138.  
  4. Kyung in Han, Hye jin Nam, Hyunjoo Lee, & Seung Hee Park, . (2016). Inclusive and special education teachers’ experiences of disability-awareness education for elementary students: Is teachers' disability-awareness proper?. Special Education Research, 15(4), 5-32.  
  5. Jungeun Lee, & Seung Hee Park, . (2016). Effects of etiquette instruction with social story on etiquette behaviors and empathy ability of adults with developmental disabilities. Korean Journal of Special Education, 51(3), 33-64.  

2017

  1. Seung Hee Park, , & Eunha Kim. (2017). Development of a functional science curriculum for adults with intellectual and developmental disabilities. Korean Journal of Special Education, 16(1), 125-154.  
  2. Eun-Young Park, Su-Jung Nam, & Seung Hee Park, . (2017). Income patterns of households including individuals with intellectual disabilities according to poverty dynamics. Journal of Policy and Practice in Intellectual Disabilities, 14(2), 108-117.  
  3. Seung Hee Park, , HaeSong Chang, & SangShin Jeon. (2017). A qualitative inquiry on the effects of participation in ‘Better-than-Flowers’ service-learning on elementary students with and without disabilities and preschoolers. Korean Journal of Special Education, 52(1), 45-77.  
  4. Hyunsoo Kwon, Seung Hee Park, , Jiyeon Park, Sangshin Jeon, & Seungsuk Choi. (2017). The current status of the implementation of character education and service-learning in inclusive elementary schools nationwide. Journal of Educational Studies, 548(2), 21-47.  
  5. Eunjung Shim, & Seung Hee Park, . (2017). Effects of an interpersonal relationship enhancement program on the peer relationship recognition and self-concept of adolescents with developmental disabilities. Journal of Intellectual Disabilities, 19(2), 21-49.  
  6. Hyunjoo Lee, & Seung Hee Park, . (2017). The effects after-school service-learning program on the social skills, altruism, and emotional intelligence of adolescents with developmental disabilities in a special school. Journal of Intellectual Disabilities, 19(4), 279-310.  

2018

  1. Seong Ji Cho, Seung Hee Park, . (2018). Current status of the instructional practices for students with special education needs at high schools located in Seoul. Journal of Intellectual Disabilities, 20(1), 25-59.  
  2. Hye Rim Lee, & Seung Hee Park, . (2018). Effects of cross-age peer tutoring using video modeling among students with developmental disabilities on tutees clothing organization skills and tutors self-esteem. Korean Journal of Special Education, 53(1), 49-81.  
  3. Hye Jin Nam, & Seung Hee Park, . (2018). Effects of an inclusive exchange program in special and ordinary schools involving elementary students with and without severe and multiple disabilities. Special Education Research, 17(3), 157-184.  
  4. Hye Li Choi, & Seung Hee Park, . (2018). Teachers’ evaluation of inclusive education practices in elementary schools at Seoul: Using the quality indicators of elementary inclusive education. Korean Journal of Special Education, 53(2), 23-52.  
  5. You Kyung Kim, & Seung Hee Park, . (2018). A validation of the Korean Version of Attitudes Toward Intellectual Disability Questionnaire (K-ATTID). Korean Journal of Special Education, 53(3), 1-34.  

2019

  1. Seung Hee Park, , Ju Yeon Moon, Seong Ah Lee, & Kyung In Han. (2019). Current status of supports for the students with special education needs and teachers’ perceptions on the inclusive education in private elementary schools in Seoul. Special Education Research, 18(1), 111-141.  
  2. Hye Jin Nam, & Seung Hee Park, . (2019). Effects of social emotional learning implemented in a special school on the social emotional knowledge, social emotional skills and peer interactions of students with intellectual disabilities. Korean Journal of Special Education, 54(2), 95-127.  
  3. You Kyung Kim, & Seung Hee Park, . (2019). An analysis of disability-related professionals’ and general public’s attitudes towards persons with intellectual disabilities. Disability & Employment, 29(4), 121-147.  
  4. Jee Hee Jeong, Ju Hee Hong, & Seung Hee Park, . (2019). A literature review for the development of quality of life scale for adults with developmental disabilities. Special Education Research, 18(4), 53-80.  
  5. Seung Hee Park, , Ju Hee Hong, Jee Hee Jeong, Seong Ah Lee, & Young Ju Lee. (2019). Development and validation of Quality of Life Scale for Korean Adults with Developmental Disabilities(QLS-KADD). Korean Journal of Special Education, 54(3), 167-203.  
  6. Seung Hee Park, , Ji Su Kim, Seong Ah Lee, & Yeo Kyung Yang. (2019). Korean law school students’ attitudes toward individuals with intellectual disabilities: Implications for law school education. Seoul Law Journal, 60(4), 195-233.  

2020

  1. Eun Byul Lee, & Seung Hee Park, . (2020). Is the current practice of full inclusion for middle school students with developmental disabilities sustainable? Journal of Intellectual Disabilities, 22(1), 139-175.  
  2. Seong Ah Lee, & Seung Hee Park, . (2020). Meanings and promoting strategies of social inclusion for workers with developmental disabilities at supported employment settings. Disability & Employment, 30(2), 107-206.  
  3. Sung Hee Youn, & Seung Hee Park, . (2020). An analysis of factors influencing parents’ choices of middle school for their children with developmental disabilities. Special Education Research, 19(3), 55-84.  
  4. Kyung In Han, & Seung Hee Park, . (2020). Development of a situation-based empathic communication program for children in elementary inclusive schools. Special Education Research, 19(4), 79-109.  
  5. Seung Hee Park, , Yoo Jin Kim, Seong Ah Lee, & Jee Hee Jeong. (2020). An analysis of quality of life of Korean adults with developmental disabilities: Differences among the subgroups according to the adults’ background variables. Journal of Intellectual Disabilities, 22(4), 161-194.  
  6. Seung Hee Park, , Ji Yeon Park, & Jeong Ha Hwang. (2020). Development and validation of Korea Mental Health Needs Screening Scale for Children with Developmental Disabilities(KMS-CDD). Korean Journal of Special Education, 55(3), 33-62.  

2021

  1. Yeo Kyung Yang, & Seung Hee Park, . (2021). The best practices in parenting support programs for parents with intellectual disabilities: A literature review. Journal of Disability and Welfare, 51, 205-238.  
  2. Jung Eun Kim, & Seung Hee Park, . (2021). Parents’ perceptions and needs of postsecondary education program for their children with developmental disabilities. Special Education Research, 20(2), 63-95.  
  3. Kyung In Han, & Seung Hee Park, . (2021). Effects of a situation-based empathic communication program on elementary students’ empathy abilities, peer networks, attitudes toward students with disabilities, and empathic conversational behaviors. Korean Journal of Special Education, 56(1), 105-138.  
  4. Ji Hyun Kwon, & Seung Hee Park, . (2021). A need assessment for developing in-service training contents for instructors of culture and art education for individuals with disabilities. Journal of Emotional & Behavioral Disorders, 37(2), 219-248.  
  5. Ji Su Kim, & Seung Hee Park, . (2021). A preliminary study on application of flipped learning to teaching practices for students with developmental disabilities. Journal of Learner-Centered Curriculum and Instruction, 21, 915-933.  
  6. Seung Hee Park, , Ji Hye Yeom, & Hyunjoo Lee. (2021). Changes in the images of persons with disabilities represented in the April newspaper articles of 1990-2020 in Korea. Disability & Employment, 31(3), 165-202.  

2022

  1. Seung Hee Park, , Yoo Jin Kim, & Sun Young Han. (2022). Exploring individual, school, and family variables in school satisfaction of children with developmental disabilities in Korea. Korean Journal of Special Education, 56(4), 223-249.  
  2. Yoo Jin Kim, Yun Hee Park, & Seung Hee Park, . (2022). Variables affecting job satisfaction of employees with developmental disabilities: Value and limitations of self-report and beyond. Disability & Employment, 34(1), 199-235.  
  3. Seung Hee Park, , Yeo Kyung Yang, & Hyunjoo Lee. (2022). Development of quality indicators for disability-awareness programs in workplaces: Specific criteria for positive perceptions of disability. Journal of Disability and Welfare, 56, 299-332.  
  4. Seong Ah Lee, & Seung Hee Park, . (2022). A qualitative inquiry on the experiences and support needs of educational personnel, students with developmental disabilities and their parents for developing a system of college-based postsecondary education. Special Education Research, 20(2), 63-95.  
  5. Yunhee Park, Seung Hee Park, , & Kyungin Han. (2022). Suggestions for use of the term ‘borderline intellectual functioning’ and issues and tasks for educational supports: A literature(2010-2022) review. Korean Journal of Special Education, 57(2), 31-69.  
  6. Cho Yeob Park, & Seung Hee Park, . (2022). Effects of a situation-based sexual abuse prevention program on the performance of sexual abuse prevention skills in children with developmental disabilities. Journal of Emotional & Behavioral Disorders, 38(4), 95-125.  

2023

  1. Yoo Jin Kim, & Seung Hee Park, . (2023). Special education’s ultimate outcome index for individuals with intellectual and developmental disabilities in Korea. Korean Journal of Special Education, 58(3), 245-277.  
  2. Seong Ah Lee, & Seung Hee Park, . (2023). Core elements of the operation system for college-based non-degree postsecondary education for students with developmental disabilities. Korean Journal of Special Education, 57(4), 253-288.  

2024

  1. Na Gyeong Lee, & Seung Hee Park, . (2024). Comparisons of self and proxy reports on the quality of life of Korean adults with developmental disabilities: Using Self-Report version of QLS-KADD. Disability & Employment, 34(1), 199-235.  
  2. Yoo Jin Kim, & Seung Hee Park, . (2024). Effects of inclusion on the ultimate outcome of special education of individuals with intellectual and developmental disabilities. Korean Journal of Special Education, 56(1), 105-138.  
  3. Ji Su Kim, & Seung Hee Park, . (2024). Development and validation of the digital literacy scale for students with developmental disabilities. Korean Journal of Special Education, 59(3), 109-138.  
  4. Seong Ah Lee, Yoo Jin Kim, & Seung Hee Park, . (2024). Development of operating models for the subtypes of college-based postsecondary education for students with developmental disabilities. Journal of Intellectual Disabilities, 26(4), 183-216.  

2025

  1. Hyunjoo Lee, Ji Su Kim, Seong Ah Lee, & Seung Hee Park, . (2025). Structures and components of Individualized Transition Plan(ITP) forms in Korea and abroad: Analyses and suggestions. Special Education Research, 24(2), 55-85.  
  2. Seung Hee Park, Ha-Nul Kang, & Seung Min Nam. (2025). A phenomenological inquiry on the full inclusive education experienced by middle school students with and without developmental disabilities. Korean Journal of Special Education, 59(3), 109-138.  
  3. Yeo Kyung Yang, Seung Hee Park. (2025). Effects of Co-Teaching Based Service Learning  Embedded in Social Studies on Students With and Without Disabilities in Elementary Inclusive Classes. Korean Journal of Special Education, 60(2), 183-219.