지역기반 장애인 평생교육 모델 개발을 위한 장애인 평생교육 운영 경험 및 발전 전략 탐색: G 광역시를 중심으로
Inquiry on Experience of Operation and Developmental Strategy of Lifelong Education for Development of Community-based Lifelong Education Model for People with Disabilities: Focusing on G Metropolitan City
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연구목적: 본 연구는 장애인 평생교육 전문가를 대상으로 장애인 평생교육 관련 운영 경험과 인식을 살펴봄으로써 장애인의 사회참여를 위한 지역사회 연계 방안, 장애인 평생교육의 인프라 구성에 필요한 제반 사항, 지속 가능한 장애인 평생교육 활성화 방안 등 지역 기반 장애인 평생교육을 위한 과제와 발전전략을 도출해 내어 지역사회에 특화된 평생교육 모델 개발에 필요한 자료를 제공하고자 하였다. 연구방법: 본 연구는 질적연구 기법을 사용하였으며 9명의 연구참여자를 대상으로 포커스그룹면담을 실시하였다. 각 면담은 약 2시간에서 2시간 30분 정도 소요되었으며 면담 후 전사된 자료는 지속적 비교 분석법에 따라 분석하였다. 연구결과: 면담 자료를 분석한 결과, 3개의 범주, 11개의 대주제와 37개의 하위주제가 도출되었다; 1) 장애인 평생교육에 관한 관점(장애인 평생교육의 개념과 필요성, 장애인 평생교육의 역할 및 가치), 2) 장애인 평생교육 운영의 실제(장애인 평생교육의 내용 및 요소, 장애인 평생교육의 성과 및 강점, 장애인 평생교육의 한계), 3) 장애인 평생교육 모델의 전략 및 과제(장애인 평생교육 지원시스템 구축, 개인 중심 지원 강화, 단계별 맞춤형 지원 강화, 장애인 평생교육 지원 인력 확충, 장애인 평생교육 협력체계 구축, 장애인 평생교육 모니터링 및 질 관리). 결론: 도출된 연구결과를 바탕으로 장애인 평생교육의 과제 및 전략과 지역사회에 특화된 평생교육 모델에 대해 논의하였다.
Abstract
Purpose: The purpose of this study was to investigate the experiences and perceptions of lifelong education from the perspective of lifelong education experts. We examined with tasks and strategies for community-based lifelong education for people with disabilities, such as community connection plans for social participation of people with disabilities, general matters necessary for constructing infrastructure for lifelong education for people with disabilities, and plans for vitalizing sustainable lifelong education for people with disabilities. Method: This study used a qualitative research design and conducted focus group interviews with nine research participants. Each interview took about two to two and a half hours. The transcribed data after the interviews were analyzed using the continuous comparative analysis method. Results: In general, three categories, 11 themes, and 37 subthemes were derived: 1) perspectives on lifelong education for people with disabilities(i.e., concept and necessity of lifelong education, role and value of lifelong education); 2) practices on the operation of lifelong education for people with disabilities(i.e., contents and elements of lifelong education, achievements and strengths of lifelong education, limitations of lifelong education); 3) strategy and tasks of a lifelong education model for people with disabilities(i.e., establishment of a lifelong education support system, strengthening person-centered support, strengthening of step-by-step customized support, expansion of support personnel of lifelong education, establishment of a cooperation system of lifelong education, monitoring and management of the quality of lifelong education). Conclusion: Based on the results, we discussed the tasks and strategies of lifelong education for people with disabilities and the lifelong education model specialized for the community.
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