Korean Journal of Community Nutrition

Research Article

[Korean]
Foodservice management and nutrition education status and needs for individuals with developmental disabilities in welfare facilities in Seoul and Gyeonggi, Korea: a cross-sectional study: Mi-ra Lee, Youngmi Lee, Yun Hee Chang, Yujin Lee; Korean J Community Nutr 2026;31(2):192-204. Published online April 30, 2026; DOI: https://doi.org/10.5720/kjcn.2026.00087

Abstract PDF: Objectives
This study aimed to examine the current status of foodservice management and nutrition education practices, and the needs for individuals with developmental disabilities in welfare centers in Seoul and Gyeonggi, South Korea, and to compare the differences according to dietitians’ level of understanding of developmental disabilities.
Methods
A cross-sectional survey was conducted among dietitians working at 65 welfare centers, and data from 45 centers were analyzed. The questionnaire assessed general characteristics, foodservice operations, nutrition education practices, perceived needs, and the understanding of developmental disabilities. Participants were classified into high- (n = 17) and low-understanding (n = 28) groups based on their self-rated understanding of developmental disabilities. Data were analyzed using IBM SPSS Statistics 29.0 (IBM Corp.).
Results
All centers provided one daily meal (lunch), with one cook serving an average of 116 individuals. Only 11.1% of centers implemented nutrition education, primarily limited due to insufficient time and low expectations regarding the effectiveness of nutrition education. Overall, no significant differences were observed between the two groups in most aspects of foodservice management and nutrition education practices, although some specific items showed significant differences. The high-understanding group reported a significantly greater perceived need for nutrition education and placed higher importance on rapport-building and situational response skills. These findings suggest that structural constraints, including staffing, budget, and limited resources, may play a greater role than individual- level understanding in shaping foodservice and nutrition education practices.
Conclusion
Welfare centers showed limited capacity to provide tailored foodservice and systematic nutrition education for adults with developmental disabilities. Strengthening staffing standards, improving foodservice environments, and developing standardized educational materials that consider communication levels are necessary. Moreover, expanding professional training opportunities for dietitians and establishing institutional support systems are essential to enhance sustainable nutrition education practices.

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Original Article

[English]
Comparison of Nutrient Intakes between Disabled Children(Mental Retardation, Autism and Cerebral Palsy) and Non-disabled Children: Comparison According to the Types of Handicap: Eun Kyung Kim, Eun Kyeong Kim, Eun Mi Kim; Korean J Community Nutr 2004;9(2):121-134. Published online April 30, 2004

Abstract PDF: Purpose
of this study was to compare nutrient intakes of disabled children and non-disabled children. Subjects consisted of 86 disabled children from a special education school and 127 non-disabled children from an elementary school in Seoul. Nutrient intakes were assessed by modified 24-hr recall method, with the help of children's parents and teachers. Almost all nutrient intakes (energy, protein, fat, carbohydrates, vitamin B1 and niacin) of children with cerebral palsy were significantly lower than those of other groups. But nutrient intakes per body weight of children with cerebral palsy were not significantly different with those of other groups. There was no significant difference between disabled and non-disabled children in almost % RDA (rate of actual intake to RDA) except of energy %RDA in children with cerebral palsy. NARs (nutrient adequacy ratio) for energy and vitamin B1 of children with cerebral palsy were significantly lower than those of children with autism and mental retardation, and non-disabled children. The proportions of energy, carbohydrate and protein intakes from lunch were significantly higher than those from breakfast and dinner in children with mental retardation and autism. The nutrient intakes of disabled children were different between other groups according to the type of handicap. For example, children with cerebral palsy had the risk of undernutrition. On the other hand, autistic children had the tendency of overnutrition. These results suggest that nutrition educational programs and educational materials for disabled children, their teachers and their parents should be developed considering the type of handicap.

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