성인발달장애인의 대학기반 평생교육 운영 및 프로그램 적합도에 대한 부모인식 연구

A Study on Parental Perceptions of University-based Lifelong Education Operation and Program Suitability for Adults with Developmental Disabilities

연구목적: 본 연구는 만 18세 이상 성인발달장애인 자녀를 둔 부모를 대상으로 설문조사를 시행하여 대학기반 발달장애인 평생교육 운영 및 프로그램 영역별 적합도에 대한 부모인식을 알아보고자 하였다. 연구방법: 본 연구의 연구방법은 그동안 평생교육을 경험해 본 성인발달장애인의 부모 209명을 대상으로 설문조사를 실시하였으며, 기술통계 분석, χ2분석을 시행하였다. 연구결과: 첫째, 성인발달장애인의 부모는 대학기반 평생교육의 장점으로 ‘취업준비’, 교육형태는 ‘혼합방식’, 교육방식은 ‘전일제프로그램’, 학위여부는 ‘비학위제’, 학비부담은 ‘국가와 본인부담’, 우선준비사항은 ‘전문적인스텝’ 과 ‘적합한프로그램’이라고 하였다. 둘째, 대학기반 평생교육 영역별 적합도에서 기초문해 영역은 ‘생활문해’, 학력보완 영역은 ‘자연과학’, 직업능력 영역은 ‘현직무역량’, 문화예술 영역은 ‘스포츠여가’, 인문교양 영역은 ‘사회적역할’, 시민참여 영역은 ‘시민행동’, 비교과 영역은 ‘동아리활동’이 가장 적합한 분야로 나타났다. 제언: 본 연구는 고등학교를 졸업한 성인발달장애인이 계속해서 교육이 이루어질 수 있도록 대학 차원의 장애인 평생교육 운영에 대한 부모인식을 알아 보았고, 후속연구를 통해 대학기반 평생교육의 운영 및 교육과정에 대한 표준안 마련의 필요성을 제안하였다.

This study conducted a survey of parents of children with developmental disabilities aged 18 or older to find out their perceptions of the operation of university-based lifelong education for the developmentally disabled and the suitability of each program area. A survey was conducted with 209 parents of adults with developmental disabilities who had experienced lifelong education, and descriptive statistical analysis and χ2 analysis were performed. The results of the study are as follows: First, parents of adults with developmental disabilities cited the advantages of university-based lifelong education as ‘job preparation’, the type of education as ‘mixed method’, the education method as ‘full-time program’, the degree status as ‘non-degree’, the tuition burden as ‘government and individual burden’, and the priority preparation items as ‘professional staff’ and ‘appropriate program’. Second, in terms of the suitability of each area of ​​university-based lifelong education, the most suitable areas were ‘Life Literacy’ for the basic literacy area, ‘Natural Science’ for the academic achievement supplementation area, ‘Current Job Competency’ for the vocational ability area, ‘Sports and Leisure’ for the culture and arts area, ‘Social Role’ for the liberal arts area, ‘Civic Behavior’ for the civic participation area, and ‘Club Activities’ for the non-curricular area. Accordingly, we investigated parental awareness of the operation of university-level lifelong education for the disabled so that adults with developmental disabilities who graduated from high school can continue to receive education, and suggested the necessity of establishing a standard for the operation and curriculum of university-based lifelong education through follow-up research.