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Purpose: This study utilized the raw data from the 2020 Disability Status Survey conducted by the Korea Institute for Health and Social Affairs to analyze the factors affecting the participation of adults with developmental disabilities in lifelong education. Methods: These factors were categorized into demographic, health, psychological, and social activity aspects. A logistic regression analysis was conducted with lifelong education participation as a dependent variable and the influencing factors as independent variables. Results: The findings are as follows. First, in the health aspect, higher subjective health status and lower need for assistance in daily life were associated with increased participation in lifelong education. Second, in the social activity aspect, previous experience in lifelong education, leisure activities, and use of welfare centers were found to enhance participation. Third, psychological factors did not significantly influence the participation of adults with developmental disabilities in lifelong education. Conclusions: Based on these results this study proposes practical and policy measures to enhance lifelong education participation among adults with developmental disabilities. These include developing health-related programs, promoting autonomous living in daily life, encouraging participation in leisure activities rather than formal education, expanding lifelong education institutions beyond welfare centers, and creating more opportunities for participation in lifelong education.
Lee et al. (Wed,) studied this question.