'When We Design for Adult Learners with Disabilities, Everyone Benefits': Adaptable-Inclusive-Motivated (AIM) Model for Adult Educators to Include Adult Learners with Disabilities
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| Title: | 'When We Design for Adult Learners with Disabilities, Everyone Benefits': Adaptable-Inclusive-Motivated (AIM) Model for Adult Educators to Include Adult Learners with Disabilities |
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| Language: | English |
| Authors: | Adam L. McClain (ORCID |
| Source: | Adult Education Quarterly: A Journal of Research and Theory. 2025 75(4):269-290. |
| 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: | 22 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education Higher Education Postsecondary Education |
| Descriptors: | Adult Educators, Adult Education, Students with Disabilities, Teacher Competencies, Accessibility (for Disabled), Adult Students, Knowledge Level, Teaching Skills, Higher Education, Inclusion, Self Efficacy |
| DOI: | 10.1177/07417136251316259 |
| ISSN: | 0741-7136 1552-3047 |
| Abstract: | This study focuses on understanding how adult education faculty in higher education develop their knowledge and skills to accommodate adult learners with disabilities (ALDs). It explores how these educators learn about the accessibility needs of ALDs and their willingness to create inclusive learning environments. Adult education faculty were surveyed from various United States higher education institutions. Findings indicate that adult education faculty vary in accessibility knowledge and skills and are more willing to include ALDs when notified of their enrollment. Further, respondents desire greater institutional resources and training for developing inclusive practices. This study yielded an adaptable-inclusive-motivated (AIM) model for including adult learners with disabilities. The AIM model offers a comprehensive framework for understanding how adult education faculty navigate the interplay among institutional support, personal awareness, professional development, and proactive information-seeking. Findings contribute valuable insights for adult education faculty and higher education institutions to include ALDs more fully. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1489703 |
| Database: | ERIC |
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| Abstract: | This study focuses on understanding how adult education faculty in higher education develop their knowledge and skills to accommodate adult learners with disabilities (ALDs). It explores how these educators learn about the accessibility needs of ALDs and their willingness to create inclusive learning environments. Adult education faculty were surveyed from various United States higher education institutions. Findings indicate that adult education faculty vary in accessibility knowledge and skills and are more willing to include ALDs when notified of their enrollment. Further, respondents desire greater institutional resources and training for developing inclusive practices. This study yielded an adaptable-inclusive-motivated (AIM) model for including adult learners with disabilities. The AIM model offers a comprehensive framework for understanding how adult education faculty navigate the interplay among institutional support, personal awareness, professional development, and proactive information-seeking. Findings contribute valuable insights for adult education faculty and higher education institutions to include ALDs more fully. |
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| ISSN: | 0741-7136 1552-3047 |
| DOI: | 10.1177/07417136251316259 |
