All Things Being Equal? A Practical Guide to Widening Participation for Adults with Learning Difficulties in Continuing Education.

Autor/inn/en	Sutcliffe, Jeannie; Jacobsen, Yola
Institution	National Inst. of Adult Continuing Education, Leicester (England).
Titel	All Things Being Equal? A Practical Guide to Widening Participation for Adults with Learning Difficulties in Continuing Education.
Quelle	(1998), (115 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Access to Education; Administrator Guides; Adult Education; Adult Students; Agency Cooperation; Case Studies; Check Lists; Continuing Education; Cooperative Planning; Curriculum Development; Educational Cooperation; Educational Practices; Educational Research; Financial Support; Foreign Countries; Learning Disabilities; Postsecondary Education; Special Education; Staff Development; Student Participation; Student Recruitment; Teacher Certification; United Kingdom (England); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Case study; Fallstudie; Case Study; Checkliste; Weiterbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; cooperation; Kooperation; Bildungspraxis; Bildungsforschung; Pädagogische Forschung; Finanzielle Förderung; Ausland; Learning handicap; Lernbehinderung; Post-secondary education; Tertiäre Bildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Personnel development; Personalentwicklung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	This guide, which is intended as a resource for managers and practitioners working in colleges and local education authorities in England and Wales, presents practical advice regarding widening participation of adults with learning difficulties in continuing education. The guide begins with a brief introduction and overview of key research findings, which include the following: provision is often fragile and scarce; learners valued their courses; access and support were often barriers; ownership and a sense of belonging were crucial for students from marginalized groups; some potential learners faced multiple discrimination; funding varied and accreditation often posed challenges; working across agencies was essential; language and labels were sometimes confusing; and staff development and training regarding marginalized groups were underdeveloped. Chapters 2-10, which contain case studies of successful practice, blueprints for building new provision, and resource suggestions for busy managers and practitioners, focus on the following topics: (1) getting access; (2) tailoring the curriculum from the standpoints of race, ethnicity, gender, and age; (3) tailoring the curriculum from the standpoints of disability and difference; (4) support; (5) interagency cooperation; (6) staff development and training; (7) funding, progression, and accreditation; and (8) a framework for change. (Concluding the guide is a list of addresses of 13 useful organizations. Each chapter contains resources.) (MN)
Anmerkungen	National Institute of Adult Continuing Education (NIACE), 21 De Montfort Street, Leicester LE1 7GE, United Kingdom; Tel: 0116-204-4200; Web site: http://www.niace.org.uk (6.95 British pounds).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC