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A Qualitative Study on the Investigation of Difficulties Related to College Life Experience and Support Needs of Students with Physical Disabilities or Brain Lesions

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2020, 21(4), pp.93-124
  • DOI : 10.19049/JSPED.2020.21.4.04
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : November 10, 2020
  • Accepted : December 11, 2020
  • Published : December 31, 2020

Ok Min Wook 1 Pyo Yun Hui 2 HONG, JEONG-SUK 1

1대구대학교
2위덕대학교

Accredited

ABSTRACT

[Purpose] The purpose of this study was to investigate the perceptions of university students with physical disabilities and brain lesions regarding college life difficulties and support needs, and to suggest support plans and implications for their successful college lives. [Method] This study used a qualitative research design and individual in-depth interviews were conducted with 11 university students with physical disabilities and brain lesions. Each interview took about 1 hour, and the transcribed data after the interview were analyzed using the continuous comparative analysis method. [Results] As a result of the analysis, 2 categories, 6 themes and 37 sub-themes were derived. Depending on the research purpose, difficulties and support needs were classified into categories, and the themes were classified into physical barriers, attitudinal barriers, institutional barriers, support needs for physical barriers, support needs for attitude barriers, and support needs for institutional barriers. According to the results of the study, students with disabilities with physical or brain lesions have experienced a variety of physical barriers (e.g. difficulties in moving around school, accessing campus buildings and using facilities), attitudinal barriers (e.g. a lack of understanding and the inappropriate attitude of faculty and students without disabilities), and institutional barriers (e.g. insufficient time using helper program for students with disabilities), and stated systematic supports are required to overcome the barriers. [Conclusion] Based on the results, we discussed support plans and implications for a successful college life for students with physical disabilities or brain lesions.

Citation status

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