Promoting Lifelong Learning for Adults with Special Needs
Keywords:
Lifelong Learning, Adults with Special Needs, Individuals with Exceptional NeedsAbstract
Lifelong learning is a critical aspect of personal and professional development, and its importance is magnified for adults with special needs. Ensuring that these individuals have access to inclusive and supportive educational opportunities is essential for their empowerment and integration into society. This letter aims to highlight the significance of promoting lifelong learning for adults with special needs and discusses various strategies and programs that have proven effective in enhancing their educational experiences and overall quality of life. Promoting lifelong learning for adults with special needs is a multifaceted endeavor that requires the collaboration of educators, policymakers, community organizations, and the learners themselves. By adopting inclusive policies, leveraging technological advancements, and fostering community support, we can create an educational environment that empowers individuals with special needs to achieve their full potential. The success of programs like Enabled Baristas and the implementation of resource classrooms demonstrate the transformative impact of inclusive education and underscore the importance of continued efforts to support lifelong learning for all.
Downloads
References
Adiputra, N. (2022). Coffee as Liberator Inclusive Social Policy for the Disabled People (Case Study: Enabled Baristas of Temanggung).https://doi.org/10.4108/eai.27-7-2021.2316914
Al-Zahrani, A. M. (2015). From passive to active: The impact of the flipped classroom through social learning platforms on higher education students' creative thinking. British Journal of Educational Technology, 46(6), 1133-1148.https://doi.org/10.1111/bjet.12353
Alquraini, T. (2012). Factors Related to Teachers' Attitudes Towards the Inclusive Education of Students With Severe Intellectual Disabilities in Riyadh, Saudi. Journal of Research in Special Educational Needs, 12(3), 170-182.https://doi.org/10.1111/j.1471-3802.2012.01248.x
Anderson, D. W. (2006). Inclusion and Interdependence: Students With Special Needs in the Regular Classroom. Journal of Education and Christian Belief, 10(1), 43-59.https://doi.org/10.1177/205699710601000105
Belegu-Caka, V. (2022). Scholar Perspectives on Inclusive Education and Teacher’s Role in Inclusive Classes With Specific Focus on Children With Disabilities. Seeu Review, 17(2), 139-152.https://doi.org/10.2478/seeur-2022-0098
Bliznyuk, O., & Senchenkov, N. (2020). Resource Classroom as a Model for Organizing Inclusive Education in the Russian Federation. Society Integration Education Proceedings of the International Scientific Conference, 3, 85.https://doi.org/10.17770/sie2020vol3.5164
Cumming, J. J., & Dickson, E. (2013). Educational Accountability Tests, Social and Legal Inclusion Approaches to Discrimination for Students With Disability: A National Case Study From Australia. Assessment in Education Principles Policy and Practice, 20(2), 221-239.https://doi.org/10.1080/0969594x.2012.730499
Du, J. (2024). A Review of Inclusive Education Development in China. Science Insights Education Frontiers, 22(1), 3545-3557.https://doi.org/10.15354/sief.24.re366
Massouti, A. (2024). A Qualitative Study on Dubai’s Inclusive Education Policy From School Leaders’ Perspectives. Sustainability, 16(3), 1252.https://doi.org/10.3390/su16031252
Putro, A. N. S. (2023). E-Learning in College: Bibliometric Analysis of Virtual Learning Environments and Online Course Delivery. The Eastasouth Journal of Learning and Educations, 1(02), 54-64.https://doi.org/10.58812/esle.v1i02.107
Raimundo Nonato Colares Camargo, J. (2024). Inclusive Education During Remote Learning. Revista Contemporânea,4(1), 4696-4714.https://doi.org/10.56083/rcv4n1-259
Yaskevich, D. I. (2021). Digital Technologies, as a Factor in the Search for a New Quality of Inclusive Education. E3s Web of Conferences, 258, 07086.https://doi.org/10.1051/e3sconf/202125807086
Downloads
Additional Files
Published
Submitted
Revised
Accepted
Issue
Section
License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

