Exploring Development Strategies for Lifelong Education for People with Disabilities through FGIs by Stakeholder Groups

This study was conducted to explore the development strategies for lifelong education for people with disabilities living in City G, in response to the increased importance of such education and the enhanced roles and responsibilities of national and local governments. To investigate these development strategies, focus group interviews were conducted with 20 participants, divided by stakeholder groups. The interviews were carried out separately with individuals with disabilities and their families, practitioners, and lifelong education experts (special education field, general education field). Each interview lasted approximately 120 minutes, and the transcribed data were analyzed using constant comparative analysis. The study resulted in four main themes and 19 sub-themes. To improve and revitalize the quality of lifelong education for individuals with disabilities, several key actions are necessary. First, it is crucial to secure the identity of disability lifelong education and develop a plan to integrate and link it by enhancing community coexistence capabilities. Second, a flexible operational system must be established that considers job-related aspects, types and degrees of disability, and life cycle characteristics, in order to provide customized education that strengthens individual choice. Third, local governments need to clearly define their role in disability lifelong education and implement measures to discover institutions, improve educational conditions, enhance accessibility, and secure professional personnel. Fourth, it is essential to activate the network system among related organizations and establish a support framework that includes publicity, support personnel, budgeting, and performance management systems. The demands derived from the research are closely linked to each participant, and based on this, comprehensive development strategies were discussed.