장애인의 리빙랩 활동 참여를 통한 학습경험에 관한 사례연구

Abstract

Objectives The purpose of this study is to explore the learning experiences of adults with disabilities through their participation in living lab activities.
 Methods The site that this study paid attention to is a welfare center for the disabled in Daejeon Metropolitan City, which conducted the citizen-participating social problem-solving living lab project in 2020. The study was con-ducted over a year from March 2020 to February 2021, with a total of 14 participants, including 2 people with phys-ical disabilities, 3 people with developmental disabilities, 5 social workers, 2 parents with disabilities, and 2 assis-tants with disabilities. Based on the participants' experiences, the qualitative case study method was based on an in-depth understanding of the research topic. The retrospective records of participants in the collected Living Lab reports and results reports were referenced, and line-by-line analysis was conducted by repeatedly reading individual in-depth interview data for each person with physical disabilities, developmental disabilities, and social workers. Various efforts were made to comply with research ethics, such as completing research ethics educa-tion, preparing prior consent forms for research participants, reviewing research results, and discussing experts.
 Results As a result of the analysis, the learning experience that occurred in the process of the disabled becoming the main body and solving their problems on their own through living lab activities was found, which contributed to finding meaning and reward, improving self-directedness, and improving efficacy.
 Conclusions According to the results of these studies, it was found that people with disabilities, such as Living Lab activities, need to make continuous efforts to speak out and expand opportunities to participate in social activities. The study's findings show that learning experiences through living lab activities contribute to the ac-quisition of subjectivity and initiative of the disabled, and that the participation of the disabled in living lab activities needs to be actively utilized in a new way of lifelong education. Based on this, discussions and follow-up studies were proposed.