장애인의 평생교육 참여가 생활만족도에 미치는 영향

Abstract

In this study, 207 disabled adults aged 17 or older residing in Busan were surveyed to find out the life satisfaction as an outcome of participation in lifelong education of the disabled. The purpose of this study is to play a role as a priming water for promoting and vitalizing participation in lifelong education. For the disabled who are vulnerable to educational accessibility and provision of opportunities, guaranteeing social participation such as lifelong education is an important factor influencing life satisfaction such as a sense of presence, participation, and achievement. Accordingly, the results of previous studies, surveys, and SPSS statistics are as follows. First, the participation status of adults with disabilities in lifelong education is "culture and arts education", "instructor lectures", "welfare centers for the disabled", "psychological satisfaction and happiness", and "very, helpful". Second, it will help as a reference for the development of new life long education programs by reflecting information on the purpose of participation according to sociodemographic characteristics, and participation satisfaction was statistically significant according to the 'walking method'. Third, among the sub-factors of life satisfaction of adults with disabilities, work and economy showed the lowest result, which is closely related to limited employment and social-economic life due to disability. Fourth, Among the sociodemographic characteristics, "women, severe disabilities, having a job, 17-39 years old (lower age), internal institutional disorders, self-walking, and high school graduation" factors showed higher life satisfaction. In addition, among sociodemographic characteristics, it was statistically significant in the area of material-related life satisfaction regions (work-economy, food-clothing-shelter) according to activity status factors ('job status, disability type, walking method'). Fifth, it was statistically significant that adults with disabilities participated in lifelong education vocational training reduced life satisfaction, and participation in learning clubs improved life satisfaction. This has proven that participation in lifelong education for the disabled affects life satisfaction, even to a limited range, and this is done in understanding the situation of the disability and truly desired learning opportunities. The conclusion drawn from these research results proved that the participation of the disabled in lifelong education has a significant effect on life satisfaction as a result of personal internal change. In order to improve life satisfaction, realistic improvement plans were proposed through a review of sociodemographic factors ('job status, disability type, walking method') and lifelong education participation factors ('vocational training, learning club'). Therefore, lifelong education is a concept that promotes lifelong learning, and in the end, it is the way to reach life satisfaction by supporting self-realization.