This paper examines the unique challenges educators face when teaching disadvantaged adults, a population whose learning is often complicated by poverty, limited English proficiency, cultural barriers, and restricted access to technology. The paper argues that effective instruction must begin with a thorough understanding of each learner's specific circumstances. It evaluates several strategies — including one-on-one tutoring, bilingual instruction, culturally matched mentoring, and the careful integration of Information and Communication Technologies (ICT) — and considers how each can be tailored to remove barriers rather than compound existing stress. When implemented thoughtfully, these approaches can place disadvantaged adult learners on an equal footing with their more advantaged peers.
Teaching disadvantaged adults could be one of the biggest challenges that an educator faces. Adults are already set in their ways; their brains have developed to the point where very little will be reshaped and habits are firmly established. Not only can this pose difficulty when trying to teach something new to adults, it becomes an even harder task when trying to teach something novel to disadvantaged adult learners. Situational factors such as poverty, a limited grasp of the English language, and cultural factors can come into play and both negatively and positively affect their ability to learn (Kerka, 2002). A key concept in teaching disadvantaged adults lies in the methods and materials chosen to appropriately support their learning. An educator must ensure that these approaches are suited to adults given their disadvantaged situations, and that whatever method is chosen will place disadvantaged adults on the same plane as those who come from better circumstances.
When choosing which teaching methods to use, an educator needs to be aware of the actual disadvantages these adults face. It is not enough simply to recognize that these adults do not come from the best background or lack proper training; an educator must genuinely understand what the adults are going through in order to better address their situation (Kozma & Wagner, 2006). Most likely, these adults come from a background of poverty and low socioeconomic status, which in itself brings an array of issues. From constant distractions to a complete absence of any educational background, disadvantaged adults can range from those who barely know how to read or write to those who have simply fallen into unfortunate financial circumstances and need an education to advance themselves (Lyn & Ducklin, 1995). Either way, they present many of the same challenges when an educator attempts to teach them something new.
Bearing in mind that technology may not be easily accessible to adults from disadvantaged backgrounds, assignments based solely on technology should be limited, at least initially (Kozma & Wagner, 2006). This is not to say that computer-based assignments should be eliminated altogether, but it must be taken into consideration that individuals from disadvantaged backgrounds may not only lack ready access to computers — they will most likely not know how to use one at all. Coming from poverty means they may never have had the opportunity to access a computer when they needed to, and so they fell behind in developing those skills. Many of these adults not only missed substantial schooling, but they also attended school during a period when educational technology was practically non-existent. Learning to use a computer properly was therefore something they were never able to do, and they may not know how to use one at all.
"One-on-one tutoring, language support, and cultural mentors"
"Technology tailored to learning styles equalizes outcomes"
Disadvantaged adult learners are a very difficult group of individuals to teach. It poses a challenge to find ways that will genuinely help them rather than making their situation worse by adding more stress to their already stressful lives. If taught properly, and if all factors are first taken into consideration, teaching a disadvantaged adult can become a very rewarding experience.
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