The purpose of this current study was to provide basic data for preparing and establishing policies on lifelong programs for people with developmental disabilities in the future. For the purpose, a survey about the importance of perceptions on lifelong education programs was implemented with parents of people developmental disabilities who could be major decision-makers(Kim & Park, 2013). For this survey 590 parents, living in Seoul were participated. The main findings were as follows. First, the importance order in the 6 broad areas’ in lifelong education programs for people with developmental disabilities, culture & art education, career development education, liberal arts education, basic literacy education, citizen participation education and academic ability supplement education respectively. Among 18 middle areas’ of the programs, the culture & art enjoyment program, the leisure sport program, the vocational education program, the professional occupation education, the living knowledge program were appeared as high ranking orders. Second, the results were analyzed in order to verify the differences according to demographical characteristics such as variables of parents and their children. The findings showed meaningful differences according to the variables of parents such as gender, age level and academic career. As well as meaningful differences were appeared in the variables of children such as life-cycle, gender, age level, types of disabilities and ratings of disability. Finally the discussions about support plans and establishing policies on lifelong programs for people with developmental disabilities were addressed based on the results.