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Literacy and Adults

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This is an excerpt from the paper... The population of adult learners is increasing beyond that of any other segment of the population groups in higher education (Bowden & Merritt, 1995). Teaching literacy, technology, and more to adults is a common practice. Adult education is a source for information and services for some and it is a way to achieve higher degrees and wages for others (Ashcroft, 2003; Elman & O'Rand, 2004; Goodson, 2002). Adult education is advertised as having the ability to change an individual's life (Denyer, Gill, & Turner, 2003). Ntiri (1999) described the typical adult learner as female, and employed full-time in a technical, business, or professional field. These students are called nontraditional since they differ from the average college students ranging in age from 18 to 24 years. Richardson and King (1998) noted that while the adult learner tends to be female and of a minority ethnic group, the usual underpinning a...
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Hasina

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Hasina studies at the DIL School in Zarif Khan, Dir. As a child, she suffered brain damage after falling off the roof of her house. Despite her poor cognitive skills, Hasina desperately wanted to attend the DIL school. She would lead her mother by the hand almost daily, and upon reaching the school, she would point at children and ask, “why can’t I attend school like them?” Teachers at Zarif Khan were unsure how to integrate Hasina into the class, but she was so keen to come that they agreed to enroll her. Initially, Hasina had trouble fitting in. She kept forgetting where she was supposed to sit, and her inability to understand simple concepts frustrated her. As a result, Hasina frequently fought with her classmates and was hostile toward teachers. The DIL teachers persisted with her, hoping that patience and love would help her overcome fears and frustrations. Over time, Hasina became accustomed to the school routine and began ...
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