Interviews with 23 adult college students with learning disabilities explored the metaphors they use to describe their disabilities. This strategy can help learners gain a sense of control over their disabilities. Adult educators can stimulate critical reflection and help them to make meaning of their experience.(JOW)

Interviews of adults with learning difficulties in continuing education revealed that teachers and students had very different definitions of "adult" and of the appropriateness of instructional materials, teaching methods, and classroom management techniques. (SK)

While research on the human brain indicates that some learning difficulties may be related to differential development of parts of the brain, there are unanswered questions and design weaknesses in the research. Adult educators should concentrate on identifying students' preferred learning modes and helping them use all of their faculties. (JOW)

To increase access to higher education for adults with learning difficulties, they are paired with nondisabled students in a personal portfolio program. They prepare and give multimedia presentations on selected themes. (SK)

Adult educators must ensure that students with learning difficulties can choose from a wide range of subjects, are not segregated from other adult learners, are treated as adults, and have advocates. (SK)

Suggestions for teaching adults with learning disabilities include making certain they understand assignments; helping them with recall strategies and response modes; using a range of symbol systems; encouraging them to ask for clarification; fostering oral communication and self-monitoring skills; encouraging the use of books on tape; providing…

The validity and usefulness of learning disabilities diagnoses have not been demonstrated. Identifying adult basic education students as learning disabled is not only unjustified but serves to confound understanding and remediation of their problems. (Author/JOW)

Presents an overview of behavioral effects of neurological disorders. Presents Gagne's model of the learning sequence (apprehension, acquisition, storage, and retrieval) to aid in the identification, design, and evaluation of instructional intervention techniques for neurologically impaired adults. (Author/SK)

Discusses the applicability of school psychological services to the adult population. Provides the reader with an overview of services provided to college learning disabled students, discusses the relationship between such services and school psychological services, and identifies numerous training and service possibilities that exist for the…

The extent to which Mississippi teachers receive specific training regarding screening for learning disabilities and teaching learning-disabled adults was examined through a mail survey of all 81 of Mississippi's adult education supervisors. Of the 36 supervisors who returned usable questionnaires (a 44% response rate), 5 (13.9%) did not attempt…

As the community college student population increases in age, the number of older-than-average (OTA) students with physical and learning handicaps increases. Physical handicaps to learning can include back problems, carpal tunnel syndrome, and hearing or eye-sight problems. Students may not be aware of solutions, however, and instructors may not…

Section 504 of the Rehabilitation Act Amendments of 1973 and its implications for learning disabled adults desiring a postsecondary education are examined, and suggestions for services that might best meet the needs of this group are offered. Section 504 is a basic civil rights provision aimed at ending discrimination against handicapped citizens.…

This newsletter contains six articles about correctional education for learning-disabled adults. In "Correctional Education: A Worthwhile Investment; An Interview with Steven Steurer," the executive director of the Correctional Education Association (CEA) explains the benefits of correctional education and some of the CEA's efforts to improve the…

This document contains 22 papers presented at a conference on practices in adult higher education. Representative papers include the following: "The Classroom as a Model of Social Justice" (Keith B. Armstrong, Susan A. Timm); "Adult Students with Learning Disorders and Attention-Deficit/Hyperactivity Disorders" (Richard…

This collection of papers focuses on working with adults who have special needs. In her paper entitled "Literacy and the Visually Handicapped," Janice E. Mason examines ways in which strategies for meeting the needs of visually handicapped persons can be integrated into literacy programs. "Singer and Listener: Basic Education Work…