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Adult Learning: Preparation for Adulthood
Mesdaghi, Angela
Mesdaghi, Angela
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Authors
Date
2025
Educational Level
ISCED Level 4 Post-secondary non-tertiary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: The study investigates the development of a curriculum aimed at enhancing employment opportunities and independence for individuals with Special Educational Needs and Disabilities (SEND) within an adult learning environment in a mainstream further education setting. It employs action research cycles to facilitate iterative learning and improvement in curriculum design and implementation.
Aims: The primary aim of the research is to refine and enrich a preparation for adulthood curriculum that addresses the unique challenges faced by adults with SEND. It seeks to empower these individuals by improving their employability and fostering greater independence as they transition into adulthood.
Methods: The research adopts an action research methodology, structured into two distinct cycles. Each cycle involves planning, implementation, and review, ensuring that insights gained from prior actions inform subsequent steps. Ethical consent was sought from participants to publish data anonymously, ensuring respect for their privacy throughout the research process.
Findings: The study reveals that iterative cycles of planning and review enable more tailored educational approaches that directly address the needs of SEND learners. Specific outcomes related to curriculum adjustments, participant engagement, and skills development were highlighted, demonstrating the dynamic nature of adult learning when informed by systematic reflection and action.
Implications: The findings suggest that other educators working with SEND learners might benefit from employing an iterative action research approach. This method allows for continuous feedback and adaptation of curricula to meet learners' needs better, emphasising the importance of fostering employability and independence in adult education settings. The insights from this study may contribute to ongoing discussions about best practices in developing inclusive educational frameworks that adequately prepare individuals with SEND for adulthood.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND),Further Education,curriculum offer,preparation for adulthood