Revisiting Debates on Learning Disabilities in Adult Education

Autor/inn/en	Belzer, Alisa; Ross-Gordon, Jovita
Titel	Revisiting Debates on Learning Disabilities in Adult Education
Quelle	In: New Directions for Adult and Continuing Education, (2011) 132, S.75-84 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-2891
DOI	10.1002/ace.433
Schlagwörter	Adult Development; Learning Theories; Learning Disabilities; Adult Basic Education; Adult Learning; Debate; Literature Reviews; Sociocultural Patterns; Educational History; Intellectual History; Educational Practices; Educational Research; Special Education; Special Needs Students; Accessibility (for Disabled); Educational Policy + Suchen Sie Ihr Suchwort? Erwachsenwerden; Learning theory; Lerntheorie; Learning handicap; Lernbehinderung; Adult; Adults; Education; Adult education; Erwachsenenbildung; Adulte education; Adult training; Debating; Streitgespräch; Soziokulturelle Theorie; History of education; Bildungsgeschichte; Geistesgeschichte; Bildungspraxis; Bildungsforschung; Pädagogische Forschung; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Accessibility; Zugänglichkeit; Politics of education; Bildungspolitik
Abstract	Since the 1980s, educators in adult basic education and special education have speculated that a substantial if unknown percentage of adults have specific learning disabilities (LDs) and have sought to identify and address effectively the needs of these learners. Two rarely intersecting bodies of historical literature on LDs provide the background for this article, and two recently produced documents--"Learning to Achieve: A Review of the Research Literature on Serving Adults with Learning Disabilities" and "Learning to Achieve: A Professional's Guide to Educating Adults with Learning Disabilities"--enable the authors to analyze the ways that LDs among adults are currently understood. However, they reveal a failure to ground research and practice in adult learning theory, a significant gap that may shape the impact of service provision for this population. In this article, the authors use three lenses--adult learning theories lens, adult development lens, and sociocultural lens--to analyze and critique these documents as a way to gain a broader perspective on serving adults with LDs. (ERIC).
Anmerkungen	John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10