Purpose: The integrated art play using safety-related picture books is as the effect of structure comprehension and inference comprehension on the safety-related story structure of disabled children is verified, it provides basic data on safety education using safety-related picture books in the future. Method: The activities were conducted five times a week and a total of 70 times over 14 weeks, and safety-related picture book activities done until week 1 to 7 were presented repeatedly in 8 to 14 weeks. The inspection tool was used by Mikyung Park, which consists of questions from 1 to 10 for story structure comprehension, and questions from 11 to 14 for story inference comprehension. It was scored 2 for voluntary answers, 1 for clue-provided answers, and 0 for non-response, a total of 21 points can be obtained in story structure comprehension, and 16 points in story inference comprehension. Results: The analysis results showed that all children in the study scored higher in the post-test examination compared to the pre-examination, but in the story reference comprehension, there were children with the same score in the pre-examination and post-mortem examination. In other words, integrated art plays using safety-related picture books were found to be more effective in promoting story structure comprehension than in story reference comprehension for disabled infants. Conclusion: According to the research results, reading safety-related picture books and then playing integrated art can be seen as helping infants with disabilities improve their knowledge related to safety or problem-solving skills. It also suggests that integrated art play activities, including art, music, and dramatic elements, are suitable ways to help infants with disabilities learn how to solve problems and participate in voluntary activities, and to understand the need for safety and the overall content of the picture book.
3. Research Procedure