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…

Sought to define more clearly what makes adult college sophomores (N=308) different or special when compared to traditional-aged college sophomores (N=2,687) at a traditional university. Found adult students were more likely to be part-time students, had lower grade point averages, and had a broader range of outside commitments than did…

Vocational rehabilitation clients face the common challenges of adult life complicated by their disabilities. Their learning needs should be addressed by competent rehabilitation counselors aware of adult education principles and by adult educators aware that the client's motivation for learning is the goal of getting or keeping a job. (SK)

Considers the questions Why are there more female than male adult students? and Are the traditional attitudes of colleges toward women changing? Explores the answers through certain women's experience at polytechnics in Great Britain. (SK)

Methods for teaching non-English speaking adults include using adult-oriented methods, introducing vocabulary in context, using graphic arts, encouraging discussion, using comparison and analogy, providing a relaxed atmosphere, letting students talk about themselves, using complete sentences, being a good role model, and letting students help each…

Karmos and Greathouse refute myths about adult learners and call for empowering education based on the principles that adults (1) can learn a lot, (2) demand solid content, (3) want to learn something new, and (4) guard their self-esteem. Ludwig describes one-day seminars offered at Gwinnett Technical Institute that are used to recruit reentry…

Discusses the marketing and promotion of adult literacy programs. Indicates the need for a comprehensive plan to serve targeted students effectively. (JOW)

Concerns the recruitment and retention of adult students. Provides compilation of facts and information on adult learners that may help in developing suitable programs and services for them on campuses. Includes list of 18 programs and ideas that have been implemented throughout the country to increase retention of adult learners. (NB)

Counselors have assumed the role of information processor and change agent in introducing computer-assisted career guidance systems into traditional counseling programs. Institutions must recognize the special needs of adult learners who are making career decisions, identifying goals, and preparing to achieve them. (JOW)

Results of a national survey of limited-English-proficient (LEP) student enrollment (K-12 and adult) showed that the number of students enrolled as LEP does not reflect the number of students in need of special instruction. Considerable variation was found among states in identification criteria of students as LEP and in reporting procedures. (25…

Describes the process designed to enable adults studying part time to claim credit toward a degree for learning undertaken in the workplace. Shows how the criteria used to assess portfolios of evidence were negotiated with students. (SK)

Welsh project studied uses in adult education of the National Record of Achievement (NRA), a common format for summarizing education, training, and employment, concluding that NRAs should be appropriate to adult needs; adults should have ownership of the process and understand its purposes and their roles; and the process of recording achievement…

William Glasser's Reality Therapy approach proposes seven stages to challenge adults to become involved with learning: establish supportive relationships, evaluate behavior, develop a learning plan, achieve commitment, accept no excuses, eliminate punishment, and refuse to give up. (SK)

A life history approach can give better understanding of adult motivation to participate in education than quantitative surveys can. Interviews with 30 adults entering higher education illustrate the technique but also raise methodological questions about this form of research. (SK)