A Grounded Theory Approach to the Experiences of Students and Parents in Special Departments for Individuals with Developmental Disabilities

The purpose of this study was to analyze the experiences of students enrolled in special departments for individuals with developmental disabilities (departments exclusively established for students with developmental disabilities within universities) and their parents, aiming to gain a comprehensive understanding of their academic journey over time. Following the procedures of grounded theory research, one-on-one interviews were conducted with five students and five parents, and the data were analyzed accordingly. The study identified the following: as causal conditions, “non-academic motivations for enrollment” and “enrollment influenced by family or teachers”; as contextual conditions, “structural limitations of support systems,” “educational imbalance due to varying levels of disability within the major,” “academically-centered university life,” and “difficulties stemming from disability characteristics.” The central phenomena that emerged were “incomplete integration within the university” and “conflict between autonomy and control.” Intervening conditions included “support from family,” “support from faculty and staff,” “support from current students and alumni,” and “support from the department.” Action/interaction strategies were identified as “efforts to restore a sense of belonging and achieve integration” and “self-directed efforts for personal growth.” The outcomes included “experiences of change and growth,” “persistent challenges in self-management and control,” and “disappointment and compromise with reality.” Through process analysis, four stages were identified: “discrepancy between expectations and reality,” “interplay of conflict and support,” “efforts for adaptation,” and “coexistence of possibilities and limitations.” Based on the findings, the study discusses the significance of special departments for individuals with developmental disabilities and suggests possible improvements.