발달장애인 특별학과 재학생과 부모의 경험에 대한 근거이론적 접근
A Grounded Theory Approach to the Experiences of Students and Parents in Special Departments for Individuals with Developmental Disabilities
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초록
본 연구의 목적은 발달장애인 특별학과(대학 내에 개설된 발달장애인만을 위한 별도의 학과) 재학생과 부모의 경험을 분석하여, 시간에 따른 특별학과 재학 경험을 전체적으로 파악하고자 하였다. 이를 위해 근거이론 연구 절차에 따라 학생 5명과 부모 5명을 대상으로 일대일 면담을 진행하고, 자료를 분석하였다. 연구 결과, 인과적 조건으로 ‘비학업적 목적의 진학’, ‘가족이나 교사의 권유로 진학’이 도출되었고, 맥락적 조건으로 ‘지원체계의 구조적 한계’, ‘전공 내 장애 정도 격차로 인한 교육 불균형’, ‘학업 중심 대학생활’, ‘장애 특성으로 인한 어려움’이 확인되었다. 중심현상은 ‘불완전한 학내 통합’과 ‘자율성과 통제의 충돌’이 구체화되었고, 중재적 조건은 ‘가족의 지원’, ‘교직원의 지원’, ‘재학생 및 졸업생의 지원’, ‘학과의 지원’이 확인되었다. 작용/상호작용 전략은 ‘소속감 회복과 통합을 위한 실천’, ‘성장을 위한 자기주도적 노력’이, 결과는 ‘변화와 성장의 경험’, ‘여전한 자기관리 및 통제의 어려움’, ‘기대 좌절과 현실 타협’이 도출되었다. 과정 분석을 통해 ‘기대와 현실의 차이’, ‘갈등과 지원의 혼재’, ‘적응을 위한 노력’, ‘가능성과 한계의 공존’이라는 4단계가 확인되었다. 연구 결과를 바탕으로 발달장애인 특별학과의 의의와 개선방안에 대해 논의하였다.
Abstract
The purpose of this study was to analyze the experiences of students enrolled in special departments for individuals with developmental disabilities (departments exclusively established for students with developmental disabilities within universities) and their parents, aiming to gain a comprehensive understanding of their academic journey over time. Following the procedures of grounded theory research, one-on-one interviews were conducted with five students and five parents, and the data were analyzed accordingly. The study identified the following: as causal conditions, “non-academic motivations for enrollment” and “enrollment influenced by family or teachers”; as contextual conditions, “structural limitations of support systems,” “educational imbalance due to varying levels of disability within the major,” “academically-centered university life,” and “difficulties stemming from disability characteristics.” The central phenomena that emerged were “incomplete integration within the university” and “conflict between autonomy and control.” Intervening conditions included “support from family,” “support from faculty and staff,” “support from current students and alumni,” and “support from the department.” Action/interaction strategies were identified as “efforts to restore a sense of belonging and achieve integration” and “self-directed efforts for personal growth.” The outcomes included “experiences of change and growth,” “persistent challenges in self-management and control,” and “disappointment and compromise with reality.” Through process analysis, four stages were identified: “discrepancy between expectations and reality,” “interplay of conflict and support,” “efforts for adaptation,” and “coexistence of possibilities and limitations.” Based on the findings, the study discusses the significance of special departments for individuals with developmental disabilities and suggests possible improvements.