Conrad, P.A. (1991) Learning American sign language: Adult learner perceptions. Master of Education thesis, University of Alberta, Edmonton, AB.

The teaching of American Sign Language (ASL) is a relatively new discipline within adult education. Individual interviews were conducted with a sample of learners enrolled in a community college ASL program. Participants were selected purposively on the basis of their consistent study within the program, and their willingness to relate their personal perceptions. Data analysis identified six descriptive themes, common to all respondents: pursuit of individual goals, changing views of ASL and the Deaf community, transition between languages, barriers to learning ASL, supports to learning ASL, and personal growth. Desired program changes reflected personal needs. A discussion of findings noted similarities between the ASL experience and such areas of study as second language learning and cross-cultural studies.

Cumming, A. (1992). Access to literacy for language minority adults. ERIC Digest. ERIC Document ED 350 886

This digest describes factors that may restrict access to adult literacy programs and discusses several potential solutions to these problems. Although barriers and potential solutions apply to all minority groups, two populations often considered “at risk” – immigrant women and involuntary minorities – are given particular attention. Four types of barriers hinder adults' participation in formal education: institutional barriers including location, schedule, fees, site atmosphere; situational barriers including job commitments, home and family responsibilities, lack of money, lack of childcare, and transportation problems; psychosocial barriers such as attitudes, beliefs, values, past experiences as a student, self-esteem and the opinions of others; and pedagogical barriers such as a program's lack of responsiveness to interests, backgrounds, and existing skills of the groups they serve. The digest then describes several Canadian programs worth considering.

Cusack, S.A., Thompson, W.J.A. & Rogers, M.E. (2003) Mental fitness for life: Assessing the impact of an 8-week mental fitness program on healthy aging. Educational Gerontology, 29 (5), 393-404.

This study explored the impact of learning on health and provides a decade-long review of the research and development of the Mental Fitness for Life Program. The program is an 8-week series of intensive workshops that include: goal setting, critical thinking, creativity, positive mental attitude, learning, memory, and speaking your mind. Results illustrate the impact of the program on health, and the need to promote mental fitness, like physical fitness, as a health promoting behaviour that supports the progressive development of the individual across the lifespan.

Dench, S. & Regan, J. (2000) Learning in later life: Motivation and impact. DfEE Research Brief No. 183. Nottingham, UK: Department for Education and Employment Publications. Accessed November 21, 2005, from
http://www.employment-studies.co.uk/summary/summary.php?id=rr183

This study explores the impact of learning on older people, their learning characteristics, motives to learn, reasons for not learning, future learning plans, barriers to learning, and perceptions of the impact of learning on their health and well-being. Data were also gathered on the health of participants and their wider social and political involvement. Indepth interviews were conducted with 33 older persons aged 50 to 71. The definition of learning used included both formal and informal learning. Key findings: