Inclusion / Inclusive Practices for Adult Learners

Amstutz, D. D. (1999). Adult Learning: Moving Toward More Inclusive Theories and
Practices. New Directions for Adult and Continuing Education, 1999(82), 19-32.

Amstutz argues that traditional adult learning theoretical paradigms, such as

behaviorist, humanist, cognitivist, and liberatory essentialize and categorize aspects of
the adult learner in a way that does not respect student diversity, and notes that such
theories, for their density, rarely make it into actual classroom practice. Instead, the
author advocates for a model which will better represent and support the learning
needs of cultural, ethnic, racial, and economic diversity, and which will nurture
alternative types of knowledge, such as cultural knowledge (both prescriptive or
emancipatory). Amstutz works through some of the problems with specific theories
within the context of teaching culturally diverse students, and offers practical
recommendations for accommodating different experiences, such as help students
question theory relative to their own cultural experiences and seek, acknowledge, and
foster alternative forms of knowledge. While this article does not focus on
neurodiversity within the context of disability, Amstutzs work is a good place to start
when attempting to situated ones own andragogical approach within extant theories,
especially if the practitioner finds that traditional theories often fall short when it comes
to the context of inclusion.

Broomhead, C. (2003). Education for an inclusive adult life: Policy for the 16 to 19 phase.
Strategies to promote inclusive practice. (C. Tilstone & R. Rose, Eds.). London:
RoutledgeFalmer.

Broomheads work represents an important international (UK) perspective on preparing

students with special needs for life after high school, and how inclusive practices (both
in high school and beyond) are crucial to the success of this transition. The author
provides guidance in terms of policy development, but also clearly outlines the roles of
students, their families, their school staff, as well as employers and social services
support teams. And so, this article is not simply about inclusion in schools, but
inclusion in the community, particularly for students on the cusp of adulthood.

Merriam, S. B., Bierema, L. L. (2013). Adult learning: Linking theory and practice.
Retrieved from http://ebookcentral.proquest.com

This book-length study of adult learning only touches on inclusion briefly, but does not
offer any specific advice on how to include students with disabilities. The
recommendations in the chapter entitled, Motivation and Learning, however, are
relevant to supporting students with disabilities, even though these learners are not
mentioned explicitly. Recommendations (which draw primarily on the work of
Wlodkowski) include creating a positive atmosphere so that students feel a sense of
welcome and connection, and creating opportunities for students to get to know the
teacher, but also other students. The author also stresses the importance of valuing
individual student perspective and experience, and also providing plenty of
opportunities for collaboration and cooperation.
Ministere de lEducation. (2002). Government Policy on Adult Education and Continuing
Education and Training. Retrieved from
http://www.education.gouv.qc.ca/fileadmin/site_web/documents/dpse/politique_a
.pdf

This document highlights a discrepancy between theory/intent and practice within the
adult education system in Quebec. The document urges that [i]t is crucial that we
share the conviction that, in todays world, all must have sufficient basic education and
must continue to learn throughout their lives (2002, p. 1). The sentiment in this
document is very positive, but currently there is neither the infrastructure nor the
pedagogical expertise or support to attain such an ideal in adult education, especially
for students who are more severely impacted by their cognitive disabilities. Students
may, in fact, have access to social services (which are also limited), but this does not
mean that all adults have access to formal adult education. However, the document is a
testament to the Quebec governments commitment to providing access to adult basic
education, even if there is still much work to be done in this context.

Tisdell, E. J. Creating Inclusive Adult Learning Environments: Insights from Multicultural

Education and Feminist Pedagogy. Columbus, Ohio: ERIC Clearinghouse on Adult,
Career, and Vocational Education, Series No. 361, 1995.

Tisdells oft-cited study provides an overview of the politics, identity politics, and power
politics of adult education, particularly in terms of knowledge production and
dissemination, and all through the lenses of multicultural and feminist pedagogy and
discourse. Tisdell works through her definition of inclusion, which is both complex and
nuanced. The monograph is perhaps the most comprehensive study of inclusive adult
education, even though Tisdell does not focus on supporting students with disabilities,
and the majority of articles contents is, for the most part, more theoretical than
practical. However, Tisdells epilogue turns to the more practical aspects of inclusive
adult education, and while her emphasis is upon supporting forms of diversity other
than neurodiversity, her recommendations will positively impact the inclusion of all
students, including those with disabilities. in her epilogue, she emphasizes the
importance of adult educators taking into consideration the context of the learning
environment, and thinking carefully about how they define inclusion. She also stresses
the importance of culturally relevant teaching, and explains that if rigid curricula exclude
certain perspectives or experiences that the teacher should provide supplemental
materials to address such lacunae. She advocates for thinking carefully about ones
teaching strategies, and urges that it is key for teachers to reflect constantly on their
subject-position vis a vis their students, especially in terms of power relations.

Differentiated Instruction for Adult Learners

Ebert, O., Ziegler, M., & Brian, D. (2005). Common characteristics of adult education
programs reporting the highest GED attainment rates for welfare recipients.
Proceedings of the Adult Education Research Conference. Manhattan, KS: New
 Prairie Press. Retrieved from
http://newprairiepress.org/cgi/viewcontent.cgi?article=2723&context=aerc

Ebert et al.s conference paper represents one of the few resources which specifically
recommends the use of Differentiated Instruction for Adult Basic Education. However,
the way that teachers use DI is more about using regular assessment to determine
learning needs in order to provide individualized instruction, which means that DI is not
being used in this context in the way that experts, such as Tomlinson, provide. The
article, though, focuses upon adult education for welfare recipients, so the authors
focused upon effective instructional strategies for this particular clientele, which may
not require the kind of differentiation in a more diverse context, as would be found in
broader adult education programs. Still, the conference paper is a testament to the
reality that a one-size-fits-all approach is not appropriate to the teaching of adult
learners.

Universal Design for Learning

Gregg, N. (2012). Increasing Access to Learning for the Adult Basic Education Learner
With Learning Disabilities: Evidence-Based Accommodation Research. J ournal of
Learning Disabilities 45(1) 4763.

Greggs work explains that much more research is required in terms of evidence-based
accommodations for adult education students with learning disabilities (LD). The author
provides helpful statistics from the US on the prevalence of adults with LD who enrol in
adult basic education. In particular, though, the article focuses on the types of
accommodations offered to such adults. Importantly for inclusive adult education,
however, is Greggs conclusion that UDL has the potential to render any such
accommodation unnecessary in the first place.

Renzaglia, A., Karvonen, M., Drasgow, E., & Stoxen, C. C. (December 07, 2003).
Promoting a Lifetime of Inclusion. Focus on Autism and Other Developmental
Disabilities, 18, 3, 140-49.

The work of Renzaglia et al. is represents a rare cross-section of research in that it

promotes educational inclusion for adults with severe disabilities and also names
Universal Design (but, interestingly, not UDL) specifically as an effective inclusive
practice for these adult learners. The article begin by working through the authors
collective understanding of what constitutes true inclusion, and they do a wonderful job
of distinguishing between the terms mainstreaming, integration, and inclusion. They cite
Universal Design as vital for ensuring access to school, and urge that the framework is
key to creating an inclusive learning environment and, further, that it also ensures that
learning and curriculum are accessible as well. The authors extend the applications of
Universal Design beyond the classroom, and explain that the framework is also vital to
inclusion in the context of employment, recreation, and community activities. The article
also ties accessibility and inclusion to issues of self-determination, self-advocacy, and
positive behavior support.
Shaw, S. F. (2007). Postsecondary education. The SAGE handbook of special education
(L. Florian, Ed.). London: SAGE Publications.

Shaws entry in the SAGE Handbook focuses primarily on supporting students with
special needs in a college-type setting, and not an adult education setting, but the
authors observations, research, and recommendations are meaningful within the
context of adult education. Shaw lists the numerous challenges that adult learners with
special needs face, and offers Universal Design as an instructional approach which will
help instructors and students alike. Shaw explains that just as a student in a
wheelchair needs no disability services in such a physically accessible environment, a
student with a learning disability may not need disability services in an i nstructionally
accessible environment (p. 398). That UD is highlighted in a quintessential special
education resource as a key framework for supporting diverse lifelong learners is a
signal that more research and practice is required in this area.

Response to Intervention
I have not discovered any academic resources that prescribe the use of RTI in adult education,
and this represents a remarkable gap in academic research in this area.