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What Works Clearinghouse Rating
Justice, Sean; Yorks, Lyle – New Directions for Adult and Continuing Education, 2018
This chapter adopts an enactivist framework to analyze the incidental and informal learning of a middle-school teacher.
Descriptors: Incidental Learning, Guidelines, Informal Education, Middle School Teachers
Nicolaides, Aliki; Scully-Russ, Ellen – New Directions for Adult and Continuing Education, 2018
In this final chapter, we identify and elaborate the connections throughout the volume. We explore the philosophical underpinnings of the original model and analyze how the different lenses in these chapters lead the authors to new understandings of informal and incidental learning that trouble some of the features of the original model. We…
Descriptors: Informal Education, Incidental Learning, Models, Educational Philosophy
Watkins, Karen E.; Marsick, Victoria J.; Wofford, M. Grant; Ellinger, Andrea D. – New Directions for Adult and Continuing Education, 2018
Examples of informal and incidental learning, including an extended discussion of informal learning in flight instruction, are used to illustrate the model of informal and incidental learning in practice, as well as the nonlinear nature of this learning.
Descriptors: Informal Education, Incidental Learning, Flight Training, Models
Fowler, Catherine H.; Getzel, Elizabeth Evans; Lombardi, Allison – New Directions for Adult and Continuing Education, 2018
This chapter examines the changes in supports and services from secondary to postsecondary for students with disabilities. It recommends ways organizations, practitioners, and students must coordinate and collaborate to affect the environment and increase student success in postsecondary education.
Descriptors: Disabilities, Transitional Programs, Secondary School Students, Cooperation
Patterson, Margaret Becker – New Directions for Adult and Continuing Education, 2018
This chapter considers next steps of young adults with disabilities after initial education--for those who complete high school and those leaving high school early.
Descriptors: Young Adults, Disabilities, High School Graduates, Dropouts
Policies and Practice: A Review of Legislation Affecting Transition Services for Individuals with Disabilities
Poppen, Marcus; Alverson, Charlotte Y. – New Directions for Adult and Continuing Education, 2018
This chapter examines legislative actions throughout the past century that have influenced education and employment for individuals with disabilities while discussing ways that these actions reflect the broader social, political and economic goals of the American education system, and implications for individuals with disabilities who participate…
Descriptors: Disabilities, Educational Legislation, Equal Education, Federal Legislation
Grigal, Meg; Papay, Clare – New Directions for Adult and Continuing Education, 2018
It is important to consider learners with intellectual disability when seeking to serve all students equitably; so this chapter identifies the ways in which these considerations are becoming increasingly impactful.
Descriptors: Postsecondary Education, Intellectual Disability, Equal Education
Kochhar-Bryant, Carol A. – New Directions for Adult and Continuing Education, 2018
Working with adult students with special needs always means working within larger systems that are created to serve populations that may not be identified as disabled. This chapter discusses the elements of the postsecondary service "system" and lessons learned by successful practitioners who help young adults negotiate it.
Descriptors: Adult Students, Special Needs Students, Disabilities, Postsecondary Education
Mazzotti, Valerie L. – New Directions for Adult and Continuing Education, 2018
Given the information in the prior chapters, this chapter looks at the field of transition and recommends what the chapters suggest. Achieving successful rates of transition to postschool settings among students with special needs is a complex undertaking that requires clear planning, collaboration, a vision for both the students and the systems…
Descriptors: Transitional Programs, Special Needs Students, Educational Policy, Educational Planning
Test, David W.; Clark, Kelly A.; Rusher, Dana E. – New Directions for Adult and Continuing Education, 2018
This chapter describes evidence-based predictors and practices of postschool success for students with disabilities. Examples for implementation and implications for adult education practitioners as they design instruction and programming for individuals with disabilities are provided.
Descriptors: Disabilities, Evidence Based Practice, Success, Adult Education
Morningstar, Mary E.; Shoemaker, Andrew – New Directions for Adult and Continuing Education, 2018
This chapter describes several essential skills necessary for success in postsecondary education (PSE) for young adults with disabilities and provides a variety of models of support available to students with disabilities as they transition into PSE.
Descriptors: Disabilities, Higher Education, Skill Development, Models
Wehmeyer, Michael L.; Shogren, Karrie A.; Thompson, James R. – New Directions for Adult and Continuing Education, 2018
This chapter describes the importance of self-determination for transitions and supports for adults with disabilities. Self-determination is defined and its application to the disability context examined, followed by an overview of a multicomponent model to engage adults with disabilities to self-regulate problem solving to set and attain life and…
Descriptors: Self Determination, Adults, Disabilities, Models
Johnson, Cinda; Taga, Brendon; Hughes, Bob – New Directions for Adult and Continuing Education, 2018
The transition of students with special needs to postsecondary experiences is shaped by the history, context, and causes that combine to create policies, systems, and practices that help or hinder those transitions.
Descriptors: Disabilities, Special Needs Students, Higher Education, Educational Experience
Yang, Kyung-Hwa – New Directions for Adult and Continuing Education, 2017
This chapter discusses participatory visual methods as a framework for adult education.
Descriptors: Visual Learning, Teaching Methods, Adult Education, Models
Barndt, Deborah; Erickson, Kris – New Directions for Adult and Continuing Education, 2017
This chapter offers an intergenerational reflection on the production of photostories in the Toronto-based Moment Project of the 1980s, considering how its features of co-creation, creative forms, and critical social content could be reinvented with the new digital media forms integral to today's social movements.
Descriptors: Foreign Countries, Photography, Social Action, Cooperative Learning