이 연구는 장애인이 지식기반사회에 적응하고 사회참여의 확대를 위해서는 평생교육이 필요하고, 그러한 평생교육에서 가장 필요한 내용은 장애인 취업 및 고용을 위한 직업교육이라는 배경에 기초하고 있다. 이에 따라 “장애인의 사회참여 확대를 위한 직업교육 중심의평생교육 모델은 어떤 형태로 이루어져야 하는가”라는 주제의 논의를 통하여 직업교육 중심의 평생교육 모델을 개발하기 위한 기초자료를 제공하고자 하였다. 이를 위해 포커스 그룹 인터뷰 방법을 이용하여 장애인, 장애인부모, 특수학교장 및 직업교사 그리고 관련전문가 등 9명을 대상으로 그들의 인식을 알아보았다. 연구의 내용은 첫째, 장애인의 평생교육에서 가장 문제점, 둘째, 장애인 평생교육을 위한교육내용으로 가장 필요한 것, 셋째, 장애인의 직업교육에서 가장 문제점, 넷째, 장애인 직업교육의 시기, 다섯째, 장애인 직업교육에 포함되어야 할 내용, 여섯째, 장애영역별 추천직업종목, 일곱째, 장애인의 직업교육을 위한 지원체제, 여덟째, 장애인 직업교육기관의 위치, 아홉째, 장애인 직업교육의 효과적인 모델 등을 중심으로 장애인 직업교육 중심의 평생교육모델에 대해 알아보았다. 그리고 이에 기초하여 장애인 직업교육 및 평생교육을 위한시사점을 제시하였다.The purpose of this study was to provide basic materials for developing lifelong education model centered on vocational education for social participation of people with disabilities. For this study, 9 participants including 2 persons with disabilities, 2 parents of students with disabilities, 2 vocational teachers of special, a principal of special school and 2 professors of special education university were employed and researched by focus-group interview. The results of this study were as follows:First, the most issue in lifelong education of people with disabilities was the lack of lifelong education opportunities and programs. Second, the most necessary thing in lifelong education of people with disabilities was vocational education. Third, the most issue in vocational education of people with disabilities was not being connected with employment. Forth, the timing of vocational education was elementary school. Fifth, the contents of vocational education were job skills and job related skills for job adaptation and social adaptation. Sixth, recommended job types for people with disabilities were should be taken into account character and abilities of people with disabilities. Seventh, the supporting system for effective vocational education was building of supporting systems for human and material infrastructure in conjunction with home, school and community. Eighth, it was recognized that vocational education institute should be located in social community, because of accessibility, cooperation with society, and full inclusion. Ninth, effective model of vocational education for the school and community partners, school business model would give fieldwork opportunities and systematic practice of vocational education and employment after graduation. Based on this results, discussion and some suggestion were provided for better lifelong education and vocational education of people with disabilities.