Contrasting adult literacy learners with and without specific learning disabilities This study of 311 adult education (AE) learners found 29% self-reported having a specific learning disability (SLD). Significant differences in demographic, academic, and life experience variables between the adult learners with and without SLD included: prior participation in special education, having both an SLD diagnosis and a high school diploma, low reading scores, middle age, and negative perceptions about limitations due to reading abilities. A post-hoc regression analysis found SLD status significantly contributes to variance in reading level when controlling for age and IQ. From these findings we conclude that SLD status should be considered an educationally relevant variable in adult education that warrants a diagnostic or clinical teaching approach. Keywords adult education; literacy; learning disabilityAbout two-thirds of students who drop out of high school earn a diploma or an alternative credential within eight years of the date they would normally have graduated (Berktold, Geis, & Kaufman, 1998;Hurst, Kelly, & Princiotta, 2004). In fact, annually more than 1.4 million of these individuals make personal investments for further education. They earn a GED credential or improve literacy skills through adult education (AE) programs funded by the Adult Education Family Literacy Act ([AEFLA], Title II of P.L. 105-220) as a means to higher education, improved employment opportunities, or increased satisfaction with their quality of life (D'Amico, 2003, National Center for Education Statistics [NCES], 2006). Adults with specific learning disabilities (SLD) tend to be overrepresented among this population (Kruidenier, 2002;Moore & Stavrianos, 1995; Nightingale, Yudd, Anderson, & Barnow, 1991) and display unique characteristics (Scanlon & Mellard, 2002) that are not well documented or researched. Therefore, this paper will describe a sample of 311 adult education learners and examine the differences between those with and without SLD.Addressing the academic needs of educationally limited individuals is important to national productivity as well as to the individuals and their families (D'Amico, 2003;Kutner, Greenberg, & Baer, 2005). Adults with low literacy skills or without a high school diploma/ GED are more likely to experience unemployment, live in poverty, or receive government assistance than those with higher literacy and/or a high school credential (Childtrendsdatabank, 2007; Kutner et al., 2007). These negative social and economic outcomes of educational limitations are even greater for adults with SLD compared to other individuals with similar education and literacy levels (Reder, 1995). One reason for this differential impact may be that young adults with SLD attend colleges or universities, and complete vocational and non-college postsecondary education programs at lower rates than their non-disabled peers (Murray, Goldstein, Nourse, & Edgar, 2000). Thus Goldstein, Murray, and Edgar's (1998) 10-year st...

Despite a highly developed U.S. adult education system, 90% of adults aged 20 years and older considered the least educated did not participate recently in formal or nonformal education. What are nonparticipants’ characteristics, learning backgrounds, and skill levels? What predicts their likelihood of not participating in recent formal or nonformal education? The author analyzed 2012/2014 Program for the International Assessment of Adult Competencies–USA data. Situational deterrents of increasing age, parental education, low income, and work and family responsibilities contribute to nonparticipation. Dispositional deterrents include health and disability challenges, low social trust, and difficulties relating new ideas to real life. Institutional deterrents are education costs and little work schedule flexibility. Supports reported by nonparticipants are liking to learn new things, use of computers, and getting information from television and people they trust. Results from Program for the International Assessment of Adult Competencies–USA analyses inform adult and postsecondary educators and policy makers on what happened to—and how to reach—the forgotten 90%.

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Purpose This study sought to identify the barriers and enablers to leadership enactment in academic health-care settings. Design/methodology/approach Semi-structured interviews ( n = 77) with programme stakeholders (medical school trainees, university leaders, clinical leaders, medical scientists and directors external to the medical school) were conducted, and the responses content-analysed. Findings Both contextual and individual factors were identified as playing a role in affecting academic health leadership enactment that has an impact on programme development, success and maintenance. Contextual factors included sufficient resources allocated to the programme, opportunities for learners to practise leadership skills, a competent team around the leader once that person is in place, clear expectations for the leader and a culture that fosters open communication. Contextual barriers included highly bureaucratic structures, fear-of-failure and non-trusting cultures and inappropriate performance systems. Programmes were advised to select participants based on self-awareness, strong communication skills and an innovative thinking style. Filling specific knowledge and skill gaps, particularly for those not trained in medical school, was viewed as essential. Ineffective decision-making styles and tendencies to get involved in day-to-day activities were barriers to the development of academic health leaders. Originality/value Programmes designed to develop academic health-care leaders will be most effective if they develop leadership at all levels; ensure that the organisation's culture, structure and processes reinforce positive leadership practices; and recognise the critical role of teams in supporting its leaders.

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