학령기이후 발달장애 성인학습자의 전환교육을 위한 평생학습참여 연구
Lifelong Learning Participation of Adult Learners with Developmental Disability
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초록
The purpose of this study was to analyze the factors of participation as well as the vitalization plan of lifelong learning for adult learners with developmental disabilities. The major findings of the study were as follows: First, in the verification of difference in factors of participation in lifelong learning for transition education due to the number of children and formal education quantity, there showed meaningful distinction in participation motives, hinderance factors, and promoting factors. Second, in the verification of difference in factors of participation in lifelong learning for transition education due to the parent's income, there showed meaningful distinction in participation motives and hinderance factors. Finally, in the verification of difference in factors of participation in lifelong learning for transition education due to whether they had received special education during their school-age and lifelong education after graduation, there showed a meaningful distinction in participation motives.
Abstract
The purpose of this study was to analyze the factors of participation as well as the vitalization plan of lifelong learning for adult learners with developmental disabilities. The major findings of the study were as follows: First, in the verification of difference in factors of participation in lifelong learning for transition education due to the number of children and formal education quantity, there showed meaningful distinction in participation motives, hinderance factors, and promoting factors. Second, in the verification of difference in factors of participation in lifelong learning for transition education due to the parent's income, there showed meaningful distinction in participation motives and hinderance factors. Finally, in the verification of difference in factors of participation in lifelong learning for transition education due to whether they had received special education during their school-age and lifelong education after graduation, there showed a meaningful distinction in participation motives.
참고문헌 (8)
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