About this Research Topic
Education is important for employment, individual development, social mobility and quality of life. Legislation regarding the rights of individuals with disabilities opened up possibilities for post-secondary education, including higher education to an increasing number of people with learning disabilities. This advancement, however, may not come without considerable challenges – to the adult learners with learning disabilities as well as to the educational systems. At the level of the individual, these challenges may include the continuing difficulties with basic reading, writing, or calculation skills, difficulties in applying persistent and efficient learning behaviors and strategies, as well as different aspects of social-emotional coping. At the level of the educational system, knowledge and awareness of the needs of adults with learning difficulties, resources, and official regulations for the provision of support to adult learners with learning disabilities are required. With this Research Topic, we would like to contribute to the understanding of these challenges and of how these could be approached.
Adults have traditionally received far less attention in the scientific research on learning, compared to children. The goal of this Research Topic is to expand the theoretical and practical knowledge on adult learners, and specifically on adults with learning difficulties or with diagnosed learning disabilities in various types of post-secondary education, such as universities, colleges, vocational schools, and centers for continuing education.
The Research Topic may include studies relating to the cognitive, emotional, or social characteristics of adult learners with learning difficulties or with a diagnosed learning disability in any form of post-secondary education. Studies may also relate to the subjective learning experience of these adults. Studies exploring the experience of the educational systems in coping with the needs of adult learners with learning difficulties will also be considered. The studies may relate to the transition between different educational systems, as well as to the course of learning in a post-secondary program. Of particular interest are studies relating to higher education. The Research Topic may comprise research articles using quantitative, qualitative, or mixed-methods study designs. Theoretical reviews or data mining will also be of interest.
Adults have traditionally received far less attention in the scientific research on learning, compared to children. The goal of this Research Topic is to expand the theoretical and practical knowledge on adult learners, and specifically on adults with learning difficulties or with diagnosed learning disabilities in various types of post-secondary education, such as universities, colleges, vocational schools, and centers for continuing education.
The Research Topic may include studies relating to the cognitive, emotional, or social characteristics of adult learners with learning difficulties or with a diagnosed learning disability in any form of post-secondary education. Studies may also relate to the subjective learning experience of these adults. Studies exploring the experience of the educational systems in coping with the needs of adult learners with learning difficulties will also be considered. The studies may relate to the transition between different educational systems, as well as to the course of learning in a post-secondary program. Of particular interest are studies relating to higher education. The Research Topic may comprise research articles using quantitative, qualitative, or mixed-methods study designs. Theoretical reviews or data mining will also be of interest.
Keywords: adjustment, higher education, undergraduates, academic self-efficacy, transition to higher education, college, ADHD, post-secondary education, Adults with disabilities, learning difficulties, learning disbilities, social mobility, adult education
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.
