장애대학생들의 대학 생활 적응 과정에 관한 질적분석: 근거이론을 바탕으로

Abstract

University is where students encounter for the first time various problems in every aspect of our lives. Students in college typically have difficulty in studying, adjustment, career, and also have troubles of academic studies, career issues, interpersonal relation, emotion and sexual issues. Students with disabilities also have difficulties in transition to college. For them, adjustment to college is more challengeable task than their peers without disabilities because their disabilities made it worse due to their psychological, emotional, and physical difficulties. This study aims to “literally” explore the key status for adjustment to college procedure of students with disabilities, and causal, context, and other influential factors on solving the key status through in-depth interview and analyze them using a grounded theory approach. The subjects are 4 college students with disabilities in Seoul area. Four of them are all male students; two of them have physical impairment from a muscular disease, one of them has low vision, and another has speech and physical impairment from cerebral palsy. All participants have had their disabilities by birth, and had been placed in a full-time classroom before they entered college. As a result, 103 concepts, 43 subcategories, and 23 categories were drawn. Furthermore, categories were combined with 'environmental difficulties', 'physical limitation due to their disability', 'lack of information', 'difficulty in studying' as causal condition, 'limitation in institutional support', 'perception in disability' as contextual condition, 'burden and unfamiliar with college life adjustment' as phenomenon, 'institutional support', 'support of people around', 'personal characteristic', 'personal attitude and effort for studies', and 'support for classes' as intervening condition, 'broaden experiences', 'positive adaptation about disabilities', and 'personal effort for problem solving' as action strategies, and 'accept disabilities', 'broaden interpersonal relation', 'psychological and positive changes', 'changes of people around' and 'change to positive life' as consequences by paradigm model of grounded theory. Key categories about participant’s college life adjustment procedures were ‘reality adaptation and effort for adjustment’, and according to procedure analysis, students with disabilities undergo experience barrier, burden and unfamiliar, adaptation and effort, and integration therefore finally they could apply into college life through reality adaptation and effort.