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Do They Even Need 'Adult' Education? A Programming Critique of Day Habilitation

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Bibliographic Details
Title: Do They Even Need 'Adult' Education? A Programming Critique of Day Habilitation
Language: English
Authors: Lauren Gerken, Lisa M. Baumgartner (ORCID 0000-0002-4258-8362)
Source: New Horizons in Adult Education & Human Resource Development. 2023 35(1):51-55.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 5
Publication Date: 2023
Document Type: Journal Articles
Reports - Evaluative
Education Level: Adult Education
Descriptors: Rehabilitation, Day Programs, Adult Education, Adults, Disabilities, Barriers, Adult Programs, Teacher Attitudes, Access to Education
Geographic Terms: Texas
DOI: 10.1177/19394225231171576
ISSN: 1939-4225
Abstract: Day habilitation provides informal and non-formal adult education programming for individuals with disabilities, who often go unrecognized by the adult education field because of infantilization that precludes them from common perceptions of "adults," contributing to a dearth of information about day hab access and programming in adult education literature. In this paper, we critically examine day hab access and programming issues in Texas, discussing barriers regarding costs and stigmas toward attendees from adult educators' perspectives. We include practical recommendations for the field, such as embracing person-centered approaches and entering discussions about day habilitation programming to improve outcomes for participants.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1421569
Database: ERIC
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Description
Abstract:Day habilitation provides informal and non-formal adult education programming for individuals with disabilities, who often go unrecognized by the adult education field because of infantilization that precludes them from common perceptions of "adults," contributing to a dearth of information about day hab access and programming in adult education literature. In this paper, we critically examine day hab access and programming issues in Texas, discussing barriers regarding costs and stigmas toward attendees from adult educators' perspectives. We include practical recommendations for the field, such as embracing person-centered approaches and entering discussions about day habilitation programming to improve outcomes for participants.
ISSN:1939-4225
DOI:10.1177/19394225231171576