Non-traditional learners are older than most typical university students, participate part-time, and simultaneously work while attending school and balancing family responsibilities. In this session, we will share data about what facilitated and hindered participation of non-traditional learners in our graduate level teacher preparation program in severe disabilities and seek to stimulate discussion surrounding issues of preparing non-traditional urban teachers with advanced degrees in severe disabilities.
As a result of this session, participants will be able to:
- 1. Understand the issues involved with educating non-traditional learners in higher education,
- 2. Identify strategies for accommodating the needs of non-traditional learners who are full-time teachers, and
- 3. Share ideas for preparing non-traditional learners.
Stacy Dymond, Yvonne Carey