발달장애인 평생교육 운영 현황 및 과제: 장애인야학을 중심으로

Abstract

Purpose: The purpose of this study was to perform investigation and analysis on the management situation and requirements of the lifelong education subjected to the developmental disabilities in the night schools for people with disabilities, and to provide as the basic data for establishing the managemental methods on lifelong education for people with developmental disabilities in the night schools for people with disabilities in the future. Method: In the National Council of Night School for people with disabilities survey was conducted to 10 night schools for people with disabilities. In addition, interview were performed to 5 teachers currently working at the night school where the survey was conducted to analyze the contents of the items and for collecting the opinions on the issues and development methods on managing the lifelong education for people with developmental disabilities. Results: The results of the study showed that the number of classes subjected to lifelong education for people with developmental disabilities was 2.5 classes, and the number of students was 17.2 students. For the students with developmental disability, the age group of 40s was the highest, and the type of disability was mostly intellectual disabilities. For the teachers and instructors subjected to lifelong education for people with developmental disabilities, the highest ratio was external paid instructors and the work experience of ‘1 year ∼ less than 3 years’. As well, certifications possessed by the teachers and instructors were other related certifications to be the highest, and the most frequently performed self-training program was ‘understanding the disability and education on rights of people with disabilities’. Most of the night schools for people with disabilities did not have the educational term for lifelong education subjected to developmental disabilities, and the operating hours were mostly full-time. In addition, culture & art education and basic literacy education were most widely managed. Conclusion: The teachers of lifelong educational facilities for people with disabilities requested that to enable high-quality education for those with developmental disability, stable supports of budget, government support in establishing the comprehensive consultation supports system for the lifelong education for people with disabilities, and professional and systemic education and job training for the teachers and instructors according to the curriculum should be provided. Based on the study results, the considerations were made on the future development methods of lifelong education for people with developmental disabilities in the night schools for people with disabilities.