Delivering Instruction to the Adult Learner

There is no commonly accepted definition of an adult learner. The best that most educators are able to do (and still feel relatively satisfied with the attempt) is to recognize certain characteristics commonly attributed to adults. For example, adult students characteristically engage is multiple roles that affect both the amount and quality of time they devote to learning. Too, adults typically bring more life experiences to the classroom than traditional students. Experiences often provide a rich source for grounding their learning and for building a basis for new knowledge. Sometimes, these experiences interfere with learning and must be set aside, replaced with new schemata for acting on novel situations. Many adults find that formal education (especially returning to school after years spent in pursuit of career goals) serves as an especially uneasy transition point in their lives. As adults move through a series of stages such as education, insecurity and uncertainty is commonplace. Adult students frequently have established educational goals (especially when compared to their traditional counterparts). They are more likely paying for their education, focused on off-campus activities, and are likely to be peers (age-wise) or even older than their instructors. Adult education constitutes those interested in teaching adult learners or who are already working with adults in an educational capacity and would like further certification and professional credentials. Studying adult education gives candidates further knowledge, training, skills, understanding and appreciation of adult education as its own unique area of practice and study. Although many of the philosophies, psychologies, and leadership traits for the adult educator are similar to those focused on the traditional learner, the history and sociology of adult learning is different. Topics particular to adult education include administration, curriculum development, learning and teaching methods and adult education as it relates to social change, current trends and global context. Those interested in focusing on adult education at whatever level find themselves as adult English as a second language (ESL) teachers, continuing education teachers and professors, or teachers of adults seeking a high-school diploma. Others provide General Educational Development (GED) preparation, literacy

GED: An Option for Students with Visual Impairments

The general equivalency diploma (GED), which is an equivalent high school credential, is authorized by all states in the United States and is recognized as a diploma by both colleges and employers. This article describes the development and implementation of a GED-preparation program at the New York Institute for Special Education, which serves students who are visually impaired.

Functional Literacy Education for Jail Inmates: An Examination of the Hillsborough County Jail Education Program

Offenders incarcerated in jails in Hillsborough County, Florida, had the opportunity to participate in an education program using computer-assisted instruction for basic literacy education and GED preparation. Although literacy levels were low with a tested mean of sixth grade prior to entering the program, participants made statistically significant gains in knowledge during 6 weeks of instruction. Overall, participants gained 2.40 grades during this period. Significance tests based on gender, race, and age were conducted with males, Blacks, and juveniles showing significantly higher gains in knowledge within these groups. However, when a logistic regression model was created using low/high gains as the dependent variable, only age remained significant indicating an interaction effect with gender and race. Participants in the program showed high levels of satisfaction with the program, and 90% had plans to continue their education upon release from incarceration. Based on the research conducted thus far, the program is operating successfully.