Abstract

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 by 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. Expanding professional training opportunities for dietitians and establishing institutional support systems are essential to enhance sustainable nutrition education practices.

• Keywords: intellectual disability; autism spectrum disorder; food services; nutrition; education