SYLLABUS

ADULT LEARNERS WITH SPECIAL NEEDS 

AED 5260 Elmira College

Instructors

David A. Du Bois, PhD, Associate Professor, SUNY Empire State College

Address: Empire State College at Rochester

1475 Winton Road North

Rochester, NY 14609

Email: David.Dubois@esc.edu

or

ddubois1@rochester.rr.com

Office: 716-224-3241

Home: 716-427-7418

Nancy F. Gadbow, EdD, Associate Professor, Mentor/UnitCoordinator, SUNY Empire State

College; National Lecturer, Nova Southeastern University

Address: Empire State College at Canandiagua

C/o Finger Lakes Community College

4355 Lakeshore Drive

Canandaigua, NY 14424

Email: Nancy.Gadbow@esc.edu

or

Gadbow@nova.edu

Office: 716-394-1110

Home 716-394-7732

Submission of Work

Please submit all work to Dave Du Bois at the above address. Please be sure that your name appears on each item submitted. Any work submitted after the last day of class should be submitted at one time. If you wish to make other arrangements, please make those arrangements before the last class meeting.

Required Pre-Reading

Note: Any required Institute textbooks may be obtained through the Curtis W. McGraw Bookstore (Telephone: 607-735-1780 or Fax 607-735-1705) at Elmira College. Students are responsible for the costs of texts and handling and shipping.

The following readings must be completed before the course begins:

Du Bois, D. (1998). Adult learners with special needs: A new imperative for adult educators. New Horizons in Adult Education 12(2).  [On-line]. Available: http://www.nova.edu/~aed/horizons/vol12n2.html

Gadbow, N. F. & Du Bois, D. A. (1998) Adult learners with special needs: Strategies and resources for postsecondary education and workplace training. Malabar, FL: Krieger.

Hiemstra, R. (1998). Self-advocacy and self-directed learning: A potential confluence for enhanced personal empowerment. A paper delivered at the SUNY Empire State College Conference: "Disabled, But Enabled and Empowered" March 20, 1998. [On-line]. Available: /advocacy.html

Honr, L, & Berktoid, J. (2001). Students with disabilities in postsecondary education: A profile of preparation, participation, and outcomes. Washington, DC: U.S. Department of Education, National Center for Educational Statistics, NCES 2001-187.

Course Description

Adult Learners with Special Needs

56 million Americans have disabilities of which approximately 50 million are adults. For many, attitudinal barriers and accessibility issues have limited access to education. Legislation such as the American with Disabilities Act, the Rehabilitation, Act, and the Individuals with Disabilities Education Act, coupled with changing social policy with regard to entitlement programs, have created new paradigms for the inclusion of people with disabilities in all areas of society. For adult educators, this presents an exciting new opportunity to provide adult education experiences for a population often desperate for inclusion. This course will provide an overview of disability types and demographics, changing social policy and its impact on adult education, and strategies and techniques for accommodating the unique needs of learners with disabilities. The focus will be on both formal and informal education experiences and will include traditional educational settings, as well as the inclusion of non-traditional modalities such as distance learning. Participants will have the opportunity to discuss case studies that demonstrate successful strategies and presentations will be given by successful adult learners with a variety of disabilities. The use of assistive technology will be demonstrated and alternative methods of demonstrating and evaluating learning will be considered. Strategies for inclusion of adult learners with special needs in diverse educational settings, including continuing education and training also will be considered. Finally, the inclusion of learners with disabilities as part of the celebration of diversity will also be explored.

Course Objectives

1. For learners to understand demographics and issues that adults with disabilities face as they seek opportunities to learn, including architectural and other barriers.

2. For learners to understand the various types of disabilities and how they may impact the learning.

3. For learners to be exposed to suggestions, strategies, and resources for developing an inclusive learning environment, carrying out organization-wide programs and training initiatives, and examining curricular and academic issues related to disabilities.

4. For learners to be exposed to special services, programs, networks, and collaborative resources available for assisting the learner with special needs

5. For learners to study such related topics as advocacy, self-advocacy, trends, and future directions related to adults with special needs.

6. For learners to understand the emergence of self-determination and the similar paradigm philosophies of self-determination/self advocacy and individualized self-directed learning.

7. For learners to consider models of including people with disabilities in formal educational settings, training and development activities, and informal learning environments.

8. For learners to consider the benefits of combining traditional educational modalities with non-traditional modalities such as distance learning to achieve the increased participation of people with disabilities in adult education.

Required Readings

See the required pre-reading information above. In addition, the following will be required reading during the course:

Klinger, M. (1998). A challenge for higher education: Connecting education And employment for adult students with disabilities. New Horizons in Adult Education, 12(2). http://www.nova.edu/~aed/horizons/vol12n2.html

Lewis, L., Alexander, D, and Farries, E. (1997). Distance education in higher education institutions: Incidence, audiences, and plans to expand. Washington, DC: U.S. Department of Education, National Center for Educational Statistics. NCES 98-062.

National Council on Disability. (1996). Achieving independence: The challenge for the 21st century, A decade of progress in disability policy, Setting an agenda for the future (Report). Washington, DC: Author. http://www.ncd.gov/publications/achieving/html

President's Committee on Employment of People with Disabilities (1995). Disability and diversity: New leadership for a new era (Report). Washington, DC: Author.

Shapiro, J.P.(1993). No pity: People with disabilities forging a new civil rights movement. New York: Times Books.

Supplemental Resource Listing

Learners will be given a supplemental resource list from which they may select readings relevant to their own interests. The list will include a variety of resources: videos; books; articles and other print materials; resources available in alternative formats; and electronic resources including web pages and listservs which provide information related to disabilities and efforts to include people with disabilities in all levels of education and training, housing, employment, social service programs, transportation, recreation, the arts, research, telecommunications, technology, assistive technology, and other areas.

Outline of Daily Activities

The following is an outline of the daily activities. A more detailed agenda for each day will be posted on the previous day or at the beginning of the day. This will allow for the class to have some input into shaping the daily activities.

Monday, July 30, 2001 Disabilities and Learners with Disabilities

• characteristics of disabilities
• restrictions in life activities resulting from disabilities
• barriers - physical, sensory, and attitudinal
• case studies
• historical perspectives on adult learners with disabilities and post-secondary education and training and other adult education settings
• current and emerging social trends and policy changes
• accommodations
• alternative learning activities
• alternative learning styles - building from learning strengths
• alternative forms of demonstrating mastery
• common ground with other marginalized groups of learners - racial and ethnic minorities, aging populations, educationally and economically disadvantaged, etc.
• resources for information about learners with disabilities

Tuesday, July 31, 2001 Successful Adult Learners with Disabilities

Assistive Technology

Employment and Training

Assistive Technology

• what is it?
• where is it going?
• demonstrations of assistive technology
• impact of assistive technology in achieving participation in education and the successful transition from education to employment

Knowledge acquisition

• the Internet and its impact on learners with disabilities
• Internet resources for learners with disabilities
• Internet resources for faculty and trainers working with people with disabilities

Transitions from school to work

• barriers to employment
• promoting critical work skills for people with disabilities

Wednesday, August 2, 2001 Adult Learning Theories/Adult Education Methods

Adult learning topics

• application of adult education theories to learners with disabilities
• application of alternative learning theories to instructional design and applications
• successful inclusion of people with and without disabilities in adult education settings
• application of theories and methods to traditional programs
• application of concepts to distance learning, independent study, residency-based and other models of educational delivery
• combination of models
• use of experiential learning to promote successful transition from school to work

Alternative modes of demonstrating learning

Alternative modes of evaluating learning

Compensating for educational deficiencies of learners

• with disabilities resulting from lower education
• where the inclusion of people with disabilities
• were not mainstreamed

Thursday, August 3, 2001 Designing Educational Programs

Designing programs to achieve the inclusion of people with disabilities in educational settings

• overcoming assumptions and attitudinal barriers
• overcoming the isolation effect of distance learning
• promoting learning activities which encourage disabled and non-disabled learners to fully engage in collaborative learning activities

Case studies of successful and innovative programs

Presentation by instructors about models currently under development at Empire State College

Evaluating programs that include learners with disabilities

Friday, August 4 2001 Presentations of Learner Research

Presentation of group projects for designing adult education programs which promote the inclusion of people with disabilities

Building consortia and other collaborations for sharing for resources and strategies

Future trends and issues

Learning Activities

Each day that the class meets, a variety of learning activities will take place. Morning and afternoon lectures will provide an overview of the material included in the readings. Each day, learners will engage in one or more group activities tied to the general themes or topics of the day. In addition, each day, groups of learners will meet to build a model for formal or informal adult education (including distance learning) which promotes the inclusion of people with disabilities. Each day, one or more case studies will be presented for discussion and collaboration. The instructors plan to include activities that demonstrate successful accommodations, the use of assistive technology, and alternative means of demonstrating mastery.

Course Requirements

Following are the suggested course requirements:

1. Learning Activity #1 - Course Participation

Participate in the course activities, including appropriate study, in-class discussion, analysis of case studies, small group and other activities, and evaluation processes occurring during the course. Complete the required readings related to the course. You are encouraged to read recommended materials and other relevant sources that you identify and use as you complete learning activities.

2. Learning Activity #2 - Learning Contract Design

Complete a self-diagnosis of needs relevant to the course content, design and submit a learning contract (or plan) for meeting many of those needs, and carry out the planned activities.

Objective: To facilitate your ability to diagnose, articulate, and meet individual learning needs.

3. Learning Activity #3 - Participation in Group Project

Join and work with a group to develop and present a class project, which involves building a model for formal or informal adult education (including distance learning) that promotes the inclusion of people with disabilities. Time for work on the group project will be scheduled during the class and the presentations will be given on the last day of class (Wed. Aug. 4). The group will submit a short summary of their model presentation (1-3 pages) and each class member will submit a one-page paper reflecting on their learning in this group project.

Objective: To consider models of including people with disabilities in formal educational settings, training and development activities, and informal learning environments.

4. Learning Activity #4 - Selection of Community Activity

Select an agency or organization within your community to visit and interview key administrator regarding services and programs that would assist learning for persons with disabilities. Write a synthesis paper describing your learning (3-5 pages). An alternative approved community-based activity may be selected.

Objective: To learn about special services, programs, assistive technologies, networks, and collaborative resources available for assisting learners with special needs.

5. Learning Activity #5 - Learning Log

At the end of the course write a reflective, self-evaluative paper on your personal learning experience throughout the study, including the readings, class activities, learning activities, and term project (5 pages).

Objective: To be able to articulate the nature of your individual learning related to this course topic.

6. Learning Activity #6 - Term Project

Prepare a final course paper, project, or product by choosing one of the following options. The result is typically a 10-20 page paper or product submitted by the end of the time period allotted for course completion.

a. Explore the literature on some aspect of adult education as it related to persons with special needs, including such areas as assistive technology; transition from learning to the workplace; advocacy, self-advocacy, self-determination, and individualized self-directed learning; and effective learning strategies and environments for special needs.

b. Plan and implement, if possible, a plan for a more inclusive learning environment for a training or teaching purpose.

c. Develop an educational program that incorporates a range of effective options and strategies to respond to diverse learning needs for all participants, including persons with disabilities.

d. An approved alternative project.

Objectives: To facilitate your ability to carry out an in-depth study involving the acquisition and synthesis of a particular content area, including analytical skills of comparing, contrasting, and reflecting on relevant sources of information..

To enhance your ability to integrate new learning in a program or project that incorporates effective learning and instructional principles and practices for adults with special needs

Return to the Adult Education (Elmira College) degree page

Return to the course syllabi listing

Return me to your first page