Teaching Older Adults With Disabilities
Older adults have many reasons for pursuing continued education. Some simply enjoy meeting new people and getting out of the house each day. Attending a learning center or school can give them an agenda, preventing boredom or depression that often occur with sedentary lifestyles. Working adults may wish to learn more about computers, business skills or other employment-related information. Since fewer people are retiring permanently, learning usually continues throughout people’s sixties and seventies. Most seniors who participate in education programs find that their new knowledge keeps them mentally sharp and gives them a reason to be proud.
Teaching adults can be challenging at times. Naturally, as we age, we experience changes in vision. We may no longer be able to focus on close objects, deal with the glare of a computer screen for long periods of time, read smaller 18-point font size, see colors as they actually are or see around physical barriers like tables. To teach adults, instructors should take all of these factors into consideration to reduce stress on their pupils. Hearing impairment is another challenge for adults of an older age. Some may learn to do some lip reading, but it’s always best if a loud voice can be used or have a clear microphone installed. Teachers should ensure a quiet setting with limited background noise, have all cell phones turned off and be careful not to distort their faces while speaking.
Additionally, up to 80% of the older adults in basic education programs have an adult learning disability, which hosts a new set of challenges. These adults may have writing, math and reading difficulties, poor handwriting, difficulty remembering things or adhering to a schedule, confusion about direction and limited social skills. To intervene with these adults, it’s advised that instructors work on basic skills remediation, subject-area tutoring, learning styles specifically designed for adult education, vocational exploration and survival skills training.
Teaching older adults should be an enjoyable process from start to finish. Seniors have a lot of rich experiences, interesting stories and knowledge to contribute to a class, which should make it a learning process for the instructor too. The tricky part can be balancing a deep respect for the seniors’ existing skills and knowledge base, while also introducing new topics developed for their pace and with different adult learning styles in mind. Students with adult learning disabilities may require extra motivation, positive reinforcement and patience, but they are often excited to learn new things.
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