Lifelong Education Leadership Development of the Adults with Disabilities
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초록
The purpose of this study was to explore the meaning of leadership development among the adults with disabilities in their lifelong learning society. Various understandings of leadership development and informal learning experiences in the lifelong education of adults with disabilities were discussed by reviewing literature. Qualitative research design was used by conducting in-depth interviews with four participants who have disabilities. Major findings of the study included the following: (a) critical incidents which included informal learning were major triggers in developing self-leadership, (b) converting individual and social obstacles to learning experience affected the participants more in their leadership development process, (c) emotional support were necessary in developing leadership skills, (d) lifelong education leadership development process brought a value of life to the participants throughout such as self-awareness and self-esteem. Lifelong educator and professionals who work with adults with disabilities should provide lifelong education services with understanding and respect of differences. A discussion of the findings, limitations of the study, and suggestions for future research were provided.
Abstract
The purpose of this study was to explore the meaning of leadership development among the adults with disabilities in their lifelong learning society. Various understandings of leadership development and informal learning experiences in the lifelong education of adults with disabilities were discussed by reviewing literature. Qualitative research design was used by conducting in-depth interviews with four participants who have disabilities. Major findings of the study included the following: (a) critical incidents which included informal learning were major triggers in developing self-leadership, (b) converting individual and social obstacles to learning experience affected the participants more in their leadership development process, (c) emotional support were necessary in developing leadership skills, (d) lifelong education leadership development process brought a value of life to the participants throughout such as self-awareness and self-esteem. Lifelong educator and professionals who work with adults with disabilities should provide lifelong education services with understanding and respect of differences. A discussion of the findings, limitations of the study, and suggestions for future research were provided.
참고문헌 (32)
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