Adult Education for Special Populations like Disabled and Homeless Adults
Table Of Contents
<p>
Chapter 1
: Introduction<br> - Background and context<br> - Statement of the problem<br> - Purpose and significance of the study<br> - Research questions<br> - Limitations and delimitations<br> - Definition of key terms<br><br>Chapter 2
: Literature Review<br> - Barriers to adult education for special populations<br> - Needs of disabled and homeless adult learners<br> - Inclusive teaching strategies and accommodations<br> - Support services models in adult education programs<br> - Role of community partnerships<br><br>Chapter 3
: Research Methodology<br> - Research design<br> - Sample selection<br> - Data collection methods<br> - Instrumentation<br> - Data analysis procedures<br><br>Chapter 4
: Data Analysis and Findings<br> - Participant demographics<br> - Survey and interview results<br> - Emergent themes<br><br>Chapter 5
: Case Studies<br> - Case study 1 description<br> - Case study 2 description<br> - Features of exemplary programs<br> - Lessons learned <br></p>Thesis Abstract
<p>Adult education plays a critical role in empowering and uplifting marginalized populations by providing opportunities for skills development, career training, and personal growth. However, certain groups like disabled and homeless adults face unique barriers to accessing and benefiting from education programs due to their circumstances and needs. This study aims to examine the challenges faced by special populations in adult education and evaluate models of inclusive and supportive programming. Through a review of literature and case studies of exemplary programs, recommendations will be provided to make adult schools more accommodating and effective for disabled and homeless adult learners.<br><br><br></p>Thesis Overview
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