This study aimed to determine the study achievement of disabled adults throughtheir participation in lifelong education. To this end, a survey on studyachievement was administered to a total of 204 disabled adults, of whom 75 werephysically disabled, 41 visually impaired, 48 hearing impaired, and 40developmentally disabled. The results are as follows. First, considering thepersonal factors of the adults with disabilities, the study achievement in theoccupational domain was the highest, followed by the personal domain and thesocial domain. Conversely, no statistically significant differences were found whileconsidering the personal factors of disabled adults. Second, considering theirlearning factors, the disabled adults who participated in lifelong educationprograms at lifelong education institutions for the disabled had higher studyachievement than those who participated at general lifelong education institutions.
Moreover, the study achievement of disabled adults who mainly participated inprograms related to vocational skills and culture and arts were higher; the morecourses they participated in and the longer the participation period, the higher theirstudy achievement. However, among the learning factors, statistically significantdifferences were found for the participating institutions, number of participatingcourses, participating programs, participation period, and availability of assistantpersonnel. Based on these results, several suggestions are presented for ways todevelop lifelong education for the disabled.