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Perceptions and Needs of People with Disabilities, Their Families, and Workers in Lifelong Education Institutions about Lifelong Learning for People with Disabilities

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2024, 25(1), pp.129-155
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : February 7, 2024
  • Accepted : March 9, 2024
  • Published : March 31, 2024

Ji Sun Lee 1 Yu Ri Kim ORD ID 1 Ye Eun Baek 1 choiareum 1 Lee, Chongmin 2 Bo Lyeong Lim 1

1이화여자대학교
2이화여자대학교 특수교육학과

Accredited

ABSTRACT

[Purpose] The purpose of this research is to examine the overall experiences and support demands related to lifelong learning of individuals with disabilities, their families and workers in lifelong education institutions in order to enhance the opportunities for lifelong learning participation for people with disabilities. [Method] To address the purpose, in-depth individual interviews and focus group interviews were conducted with a total of 16 participants, including individuals with disabilities and their families who have experience with lifelong learning programs, as well as workers in lifelong education institutions. [Results] The analysis resulted in four main themes and 17 sub-themes related to perceptions and support demands for lifelong learning among individuals with disabilities. The four main themes included the positive impact of lifelong learning for people with disabilities; barriers to participation in lifelong learning for people with disabilities; strengthening lifelong learning programs for people with disabilities; building an infrastructure for lifelong learning for people with disabilities. [Conclusion] Considering the positive impact and necessity of the participation of individuals with disabilities in lifelong learning, multidimensional efforts are needed to expand their involvement. It is crucial to improve physical accessibility to lifelong education institutions and enhance informational accessibility to lifelong learning programs. There is also a necessity to develop high-quality programs and enhance the expertise of personnel. Furthermore, it is important to establish a network system among lifelong education institutions in the local community and build infrastructure. Above all, comprehensive efforts are required to raise awareness about lifelong learning for individuals with disabilities within the local community and foster an inclusive culture.

Citation status

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