The Work Around: How teaching with andragogical practices can normalize learning disabilities in education

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Kimberly M. Cuny, Senior Academic Professional (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: This chapter provides the author's own learning disabilities (LD) experiences as faculty director. It examines andragogy as the framework that helps the author to better ensure all of his students have opportunities to learn, regardless of who they are as learners. The chapter then presents an exploration of how and why the author applies the basic assumptions of andragogy to teaching his students to become peer educators at the oral communication center. It also addresses the role of disabilities in the interplay between the author and his students. The lens of Speaking Center (SC) citizenship became increasingly important for the author as the director in 2007, when the center moved from a space that had already outgrown into a smaller space in a newly constructed building. Andragogy's roots are in Germany and other European countries. In 1927 it was first introduced in the United States by Martha Anderson and Eduard Linderman (Davenport & Davenport, 1985).

Additional Information

In M. S. Jeffress (Ed.), International Perspectives on Teaching with Disability. (pp. 205-218). Routledge, NY: New York.
Language: English
Date: 2018
learning disabilities, andragogy, higher education, adult learning, pedagogy

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