취약·위기가정 양육역량 지원 방안 연구(Ⅲ): 장애를 가진 부모의 양육역량 지원 방안

Abstract

This study aims to enhance the parenting capacity of families in caregiving crises or at risk, focusing specifically on developing tailored support measures for parents with disabilities (hereafter referred to as “parents with disabilities”) in its third-year phase. To achieve this, the study analyzed the current status of parents with disabilities and related support systems, identifying gaps in the legal and institutional frameworks. This analysis informed recommendations for improvements and directions for existing support programs. A case study was conducted involving 10 households of parents with disabilities, encompassing visual, auditory, physical, and developmental (intellectual) disabilities. The study investigated their parenting characteristics, environments, and experiences with parental education and support programs. Additionally, a series of consultations were held with experts and field practitioners in related domains to gather insights and validate findings. The research yielded the following key results: ■ Parenting Experiences and Support Needs: Parents with disabilities reported changes in responsibility, happiness, interpersonal relationships, and self-identity through their parenting experiences. They also highlighted challenges stemming from societal prejudice and its impact on parenting. These findings underline the need for initiatives to reduce such barriers. ■ Policy Analysis and Implications: Using Gilbert and Terrell’s policy analysis framework, the study examined allocation, benefits, delivery systems, and financing aspects of existing policies. The findings emphasized the need for more inclusive disability-specific support systems, family-centered self-determination measures, standardized assessment guidelines aligned with child developmental stages, and enhanced financial support mechanisms from both local and central governments. ■ Development of Parenting Guidelines: A comprehensive parenting guide titled Empowering Parents with Disabilities was developed. The guide comprises four sections: (1) becoming a parent as a person with a disability, (2) understanding and supporting child development, (3) Q&A for parents with disabilities, and (4) information on related parenting support systems and resources. Based on the study’s findings, the following policy recommendations are proposed: ■ Institutional Foundations for Comprehensive Support: Strengthen and expand the institutional framework for parenting support for parents with disabilities, currently fragmented within the Basic Act on Healthy Families and the Welfare of Persons with Disabilities Act. ■ Service and Financial Support Improvements: Implement direct and indirect support measures tailored to various stages of child development-prenatal, neonatal (0–3 months), infant (4–36 months), preschool (37 months–school age), and early school years. Support should also address disability types and child development stages. ■ Strategic Long-term Approaches: Promote the dissemination and use of the parenting guide, foster self-help activities among parents with disabilities, strengthen interlinked support systems, introduce care managers focusing on family support, and conduct baseline surveys to gather data on the needs of parents with disabilities.

This study highlights the critical need for integrated and customized support measures for parents with disabilities, aiming to foster an inclusive environment for both parents and their children.