This study intends to examine the lives and the adaptation processes of students with late school disabilities, which consists of the face-to-face and non-face-to-face learning methods under the Covid-19 pandemic and analyzes the changes in their past and present lives through the university classes and learning experiences. Seven students with late school disabilities were sampled through the snowball method, and the data were analyzed through Van Manen method, one of the phenomenological methodologies. Five essential themes were derived from the campus life experiences of students with late school disabilities describing as “repeated daily life in the corona pandemic and opposition from surrounding”, “educational environment unfamiliar than expected”, “un-narrowed Digital Gap”, “pleasure from learning”, and “rediscovery of the self that he can do”. The said five essential themes can be understood as a process of “finding the joy of learning and regaining confidence in life”, however, which can also be summarized as “a change that is being recognized” through the analysis of the non-contact campus life experiences of the student with late school disabilities. Although there are still inconveniences in non-face-to-face campus life, it can be understood as a changing process of discovering themselves positively in an unfamiliar nonface- to-face educational environment. Their campus experiences can be described as follows; first of all, it appeared as an irregular, dreary, lonely lives in which there is freedom, but taking responsibilities for it. Through a comfortable home, friends, and living in a comfortable environment, which brought satisfaction in their lives and positive perception as independent students. Not only that, but it appeared as a process of finding the role for the disabled. This can be understood as having hopes and dreams for the future as the mind and life that were anxious about specific goals and dreams were stabilized, dreams and small hopes for the future and the attitude toward life changes. In the campus life experiences of students with late school disabilities, it was confirmed that the study participants independently changed toward their independent life satisfaction and positive perception of themselves as a process of change in which the self-determination rights and goals and hopes for their lives by seeking the role for the disabled who have not yet been encountered and in the process of positively recognizing themselves.