정신장애인의 대학교육은 장애인 차별금지 차원에서 당연히 보호되어야할 권리이고, 정상화의 차원에서 중요한 의미를 가져 보다 나은 취업과 더 나은 삶의 질을 추구할 수 있다는 면에서 서구에서는 이미 정신사회재활의 한 영역으로 그 중요성이 부각되고 있다. 그러나 우리나라는 정신장애인이 2000년부터 장애인복지 대상으로 뒤늦게 포함되기는 했지만 최근까지도 장애인의 대학입학특례제도에서 지체, 청각, 시각의 장애영역에 비해 정신장애인이 소외되어왔다. 더구나 2003년 교육인적자원부에서 주관하는 장애인고등교육의 기회확대와 교육복지의 강화를 추진하기 위한 대학평가지침에 정신장애대학생에 대한 지원 평가기준이 빠져있어 정신장애에 대한 편견과 차별의 문제가 심각함을 말해주고 있다. 이에 정신장애인의 대학교육의 의의와 보호서비스 필요성, 대학교육을 통한 재활의 중요성 및 구체적인 학습지원방안을 문헌연구를 통해 제안하고자 연구를 하게 되었다. 문헌연구결과 정신장애대학생의 학업적응의 문제로 개인적 차원에서는 상황대처전략과 의사결정기술의 부족 및 정신장애의 증상관리, 학업기능의 손상문제, 낙인의 내면화로 인한 대인관계의 회피와 사회적 철회 및 좌절에 대한 두려움이 논의되고 있다. 환경적 차원의 문제는 정신장애를 가진 대학생의 특성과 욕구를 고려하는 학교차원에서의 제도적 교육복지서비스의 결핍과 불수용 혹은 차별, 생활유지와 재정적 어려움과 같은 기본적 생존의 문제 등이 논의되었다. 정신장애대학생의 이러한 문제와 필요에 따라 1990년대 이후 미국에서는 지원교육(supported education)이 시작되었다. 이는 정신장애인을 위한 직업재활모델인 지원고용과 같은 이론적 근거를 가지고 있으며, 그 성과는 직업재활 이상의 성과가 있는 것으로 보고되었다. 이에 지원교육에 대한 구체적인 실천모델을 비교 연구하여 정신장애 대학생을 위한 학업지원 서비스 도입 방안으로 대학의 정신보건서비스, 정신보건서비스기관의 협력적 지원과 교육복지지원정책 차원에서의 정책적 지원방안을 제안하였다.

The Post-secondary education for psychiatric disorders is the natural right that should be observed as a base of prohibition of discrimination and also it is important at the base of normalization, so in the western world the importance is already revealed in the context of psychosocial rehabilitation. But in Korea the people with psychiatric disorders has been isolated in the special entrance system of the university entrance examination for the disorders, furthermore recently the evaluation guidelines for assistance system for the disabilities at the universities are being prepared through the public hearing from the Ministry of Education and Human Resources, but there is no guideline for the psychiatric disabilities. In this chance the opportunities of special entrance system and the assistance of campus life and adaptation for the psychiatric disorders should be assured. So this study is focused on the establishing specifying academic assistance program for mentally ill students and revealing the ability, need, and difficulties of university students with psychiatric disability. As a result of this study mentally ill students have the barriers to learning such as technical, medical, educational, social, self-disclosure barriers. So they need supports to learning like academic, psychosocial, peer, inner resource developing services. For many individuals with psychiatric disabilities often experience the onset of mental illness in young adulthood. This fact, as well as educational discrimination, unmet needs for supports, personal fear of failure, and the cyclical nature of their illness cause many of these individuals not to pursue higher education, despite their intellectual qualification. So the supported education is a recent intervention strategy in the area of psychosocial rehabilitation designed to encourage adults with mental illness to enroll in and complete postsecondary education.

The Post-secondary education for psychiatric disorders is the natural right that should be observed as a base of prohibition of discrimination and also it is important at the base of normalization, so in the western world the importance is already revealed in the context of psychosocial rehabilitation. But in Korea the people with psychiatric disorders has been isolated in the special entrance system of the university entrance examination for the disorders, furthermore recently the evaluation guidelines for assistance system for the disabilities at the universities are being prepared through the public hearing from the Ministry of Education and Human Resources, but there is no guideline for the psychiatric disabilities. In this chance the opportunities of special entrance system and the assistance of campus life and adaptation for the psychiatric disorders should be assured. So this study is focused on the establishing specifying academic assistance program for mentally ill students and revealing the ability, need, and difficulties of university students with psychiatric disability. As a result of this study mentally ill students have the barriers to learning such as technical, medical, educational, social, self-disclosure barriers. So they need supports to learning like academic, psychosocial, peer, inner resource developing services. For many individuals with psychiatric disabilities often experience the onset of mental illness in young adulthood. This fact, as well as educational discrimination, unmet needs for supports, personal fear of failure, and the cyclical nature of their illness cause many of these individuals not to pursue higher education, despite their intellectual qualification. So the supported education is a recent intervention strategy in the area of psychosocial rehabilitation designed to encourage adults with mental illness to enroll in and complete postsecondary education.

Supported Education, Academic Assistance, Student with Psychiatric Disorders.