2024, Volume 34, No. 1, April Issue

Read this issue of PROGRESS.

 

Download the PROGRESS April 2024 Issue PDF.

When it comes to adult learners who have a disability, we oftentimes don’t know what we don’t know. Some of our learners are comfortable sharing with us that they have a learning or mobility-impacted disability. Others, however, are reluctant to disclose information about a disability—or, they have never been identified as having a disability. When considering the data, it should come as no surprise that adults with disabilities (both identified and unidentified) will be learners in our programs. In this issue of PROGRESS, we go beyond lists of accommodations and strategies and instead, focus on shifting our instructional and programmatic designs toward a culture of inclusion through collaborative activities that create equitable adult education programming that benefits all learners.

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