Learning Disabilities and the Adult Learner
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| Title: | Learning Disabilities and the Adult Learner |
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| Language: | English |
| Authors: | Jovita M. Ross-Gordon |
| Source: | New Directions for Adult and Continuing Education. 2024 (184):46-55. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Adult Education |
| Descriptors: | Learning Disabilities, Adult Learning, Self Disclosure (Individuals), Adult Education, Continuing Education, Access to Education, Inclusion, Knowledge Level, Adult Programs, Teachers, Knowledge Base for Teaching, Disabilities, Compliance (Legal), Academic Accommodations (Disabilities), Accessibility (for Disabled), Educational Legislation, Federal Legislation, Students with Disabilities, Equal Education, Civil Rights Legislation |
| Laws, Policies and Program Identifiers: | Individuals with Disabilities Education Act, Americans with Disabilities Act 1990, Rehabilitation Act 1973 (Section 504) |
| DOI: | 10.1002/ace.20542 |
| ISSN: | 1052-2891 1536-0717 |
| Abstract: | Approximately one-quarter of the adult population self-reports having one or more disabilities. Expanding adult and continuing education access for individuals with disabilities is an important dimension of striving to make our programs more inclusive. Thus, it is crucial that adult and continuing educators have a basic understanding of the types of disability that relate most directly to adult learning. This article reviews key definitions, models of disability, and legal requirements related to adult disability. It also takes a more focused look at the literature on several types of disabilities, along with approaches that have been taken over time to develop the learning skills and strategies of individuals with these disabilities and restructure learning environments to make them more accessible. This information should be considered a starting point. Making needed changes will require continuing commitment from teachers, trainers, and program administrators. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1454890 |
| Database: | ERIC |
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