Neurodiversity in Adult Education: What Does the Literature Reveal?

Autor/inn/en	Carol Rogers-Shaw; Tulare Williams Park; Kari Sheward; John Szabo
Titel	Neurodiversity in Adult Education: What Does the Literature Reveal?
Quelle	In: New Horizons in Adult Education & Human Resource Development, 38 (2026) 2, S. 118-133 PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Carol Rogers-Shaw)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/19394225251372380
Schlagwörter	Adult Education; Neurodevelopmental Disorders; Inclusion; Educational Practices; Altruism; Caring; Students with Disabilities; Capital (Sociology); Educational Research; Student Needs; Adult Students; Teacher Competencies; Adult Educators; Social Justice; Attitudes toward Disabilities; Teacher Education; Work Environment + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Inklusion; Bildungspraxis; Altruistic behavior; Altruismus; Care; Pflege; Sorge; Betreuung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bildungsforschung; Pädagogische Forschung; Erwachsenenalter; Lehrkunst; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Soziale Gerechtigkeit; Lehrerausbildung; Lehrerbildung; Arbeitsmilieu
Abstract	Neurodivergent adults are participating in adult education in increasing numbers, yet they can be less successful in educational environments where policies, practices, and teaching strategies do not meet their needs and create greater discrimination and stigma. The purpose of this adult education research review was to highlight the need for adult education discourse to increase attention to neurodiversity and inclusive teaching and learning practices, particularly through the use of compassionate pedagogy that emphasizes a caring, neuro-affirming approach, recognizing assets rather than concentrating on deficits. Adult education research currently lacks focus on the needs of neurodivergent adult learners and the most effective practices that support these learners. This study discovered minimal research over the past 10 years that contained in-depth pertinent information that can increase the understanding of neurodiversity and contribute to the field. Key findings included the expanded presence of neurodivergent adults in postsecondary and online education, the need for effective strategies to support neurodivergent learners, the significance of preservice training and continued professional development for adult educators, the necessity of social justice within the workplace, the impact of specific disabilities, and the effects of having intersectional identities, being multiply neurodivergent (having two or more forms of neurodivergence), and experiencing sanism. Moving away from a deficit-based perspective of disability and acknowledging learning differences, whether through cognition, emotion, or sensory experiences, creates inclusive policies, practices, and teaching and learning strategies that not only benefit neurodivergent learners but also provide opportunities for neurotypical students to succeed by enhancing understanding, compassion, and collaboration. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2026/2/06