장애대학생의 대학생활 경험에 관한 내러티브 탐구 = A Narrative Inquiry on Campus-life Experience of University Students with Disabilities

다국어 초록 (Multilingual Abstract)

This study aimed to deeply understand the meaning of disabled university students' experience in campus life and support system, through their narratives.
This study set up research questions such as "What do the university students with disabilities experience in their university?”, “What is the meaning of campus life experience to the study participants?”, “What is the experience of support system in campus life of the university students with disabilities?” and “What is the meaning of support system experience in campus life of the university students with disabilities?”.
As a research method to achieve the research objective, a narrative research method was selected. Through the narrative inquiry method, it is possible to identify the general context of the disabled university students' experience without dividing them. It is also a useful method to deeply understand their campus life experience and its meaning by respecting their own semantic composition methods and describing their narratives as they are.
For total six months, the researcher collected data mainly through in-depth interviews with seven university students with disabilities currently in school. Describing each participant's narratives in the aspect of the research questions, and spatial, temporal, personal and social matters, the analysis and interpretation were repeated to seek for the 'meaning' that penetrates every narrative.
Through the analysis of participants' narratives, the researcher drew a metaphorical meaning of the disabled university students' campus life experience as “ivy climbing up the wall to move towards the bigger world”, and also analyzed it as “facing the wall: hardship and ordeal of campus life” and “climbing up the wall together: efforts to adapt themselves to campus life”. The university students with disabilities were experiencing additional difficulties in study or interpersonal relations due to their disabilities, on top of hardship experienced by students without disabilities. Facing such difficulties, the university students with disabilities put not only personal efforts, but also efforts to overcome hardship in campus life through activities of solidarity such as student council or club activities.
In the results of this study, the university is a place where the students with disabilities can widen the range of selecting jobs after graduation, build up personal connections with many people and also experience freedom and responsibility of what they want to do. Thus the campus life experience means the experience of a microcosm of the real society to the students with disabilities, which is more likely to be felt like that because especially the students with disabilities had more protection from their parents than students with no disabilities. Regarding systems that support the disabled students' campus life, the special admission for students with disabilities related to the admission process works as a role in expanding the chance of entering university while there are still limitations in which students with severe disabilities are not given with the equal opportunities. The support center for students with disabilities which supports disabled students' overall campus life was identified as the biggest assistant playing an essential role in various areas in campus life of students with disabilities such as lecture, study, movement, relation with friends and expansion of overseas experience.
The results of this study provided such concrete and in-depth understanding of the disabled university students' campus life experience and its meaning, through narrative inquiry. This study also identified the disabled students' empowerment in personal(challenge spirit, confidence, forming sense of closeness and etc.), social(friend, senior/junior and staff in charge from the support center for students with disabilities), and institutional(special admission for students with disabilities, support center for students with disabilities, guide support system and etc.) dimensions. Also this study is significant that it has suggested the necessities of securing the equal opportunities of students with severe disabilities in the special admission for students with disabilities, by identifying their cognition and opinions about policies related to securing their right to get education, systematizing programs that makes university members understand disabilities, and also providing service related to interpersonal skills to students with disabilities.

목차 (Table of Contents)

• Ⅰ. 서론 =1
• 1. 문제제기 및 연구목적 =1
• 2. 연구질문 =2
• Ⅱ. 문헌고찰 =3
• 1. 대학생활 =3
• 2. 장애대학생의 대학생활 지원제도 =5
• 3. 장애대학생의 대학생활 경험에 관한 선행연구 =8
• Ⅲ.연구방법 =11
• 1. 내러티브 탐구 =11
• 가. 내러티브 연구의 개념 및 특성 =11
• 나. 내러티브 연구 절차 =12
• 2. 자료 수집 및 분석 =12
• 가. 연구 참여자 선정 =12
• 나. 연구 참여자 특성 =13
• 3. 연구과정 =14
• 가. 현장으로 들어가기 =14
• 나. 현장에서 현장텍스트로 =15
• 다. 현장텍스트에서 연구텍스트로, 연구텍스트 작성하기 =17
• 4. 연구도구로서의 연구자 =18
• 5. 연구 참여자에 대한 윤리적 고려 =19
• 6. 연구의 엄격성 확보를 위한 노력 =20
• Ⅳ. 장애대학생이 경험한 대학생활 =21
• 1. A학생의 이야기 =23
• 2. B학생의 이야기 =33
• 3. C학생의 이야기 =46
• 4. D학생의 이야기 =58
• 5. E학생의 이야기 =64
• 6. F학생의 이야기 =70
• 7. G학생의 이야기 =81
• Ⅴ. 장애대학생이 경험한 대학생활의 의미 =89
• 1. 벽을 마주하다: 대학생활의 어려움과 시련 =90
• 가. 학업에서의 어려움 =90
• 나. 대인관계에서의 어려움 =92
• 다. 접근권(정보전달, 이동)에 대한 지원 부족으로 생긴 어려움 =93
• 2. 함께 벽을 오르다: 대학생활 적응을 위한 노력 =94
• 가. 시련과 어려움을 극복하기 위한 노력 =94
• 나. 대학생활 적응을 위한 다양한 활동 =95
• 다. 지지 자원을 만남: 지원 제도 경험 =97
• 라. 미래에 대한 고민과 준비 =98
• 3. 대학생활 경험과 지원제도 경험의 의미 =99
• Ⅵ. 결론 =100
• 1. 결론 =100
• 2. 연구의 함의 및 제언 =103
• 참고문헌 =106
• 부록 =108
• 부록1. 연구 참여 동의서 =108
• 부록2. 면담 질문지 =109
• 부록3. 연구 참여자의 일반적 정보 질문지 =110
• 영문초록 =111