¶ Adult and Continuing Education
Adult and continuing education includes learning opportunities for people beyond traditional school settings. This includes community college, trade schools, professional certifications, online courses, vocational training, and community-based learning. For disabled adults, these pathways offer chances to build skills, increase economic independence, explore careers, and engage with communities of learners.
This page covers accessible learning options, your rights as a disabled student, how to request accommodations, and how to navigate educational systems as an adult learner.
Content note: This page discusses educational barriers and ableism. It also addresses informal economy contexts and intergenerational learning approaches.
¶ Historical Context and Who Built This
Adult education has roots in worker education, immigrant self-help programs, and community organizing traditions. Disabled people have always learned from each other—through disability culture, peer support, and community-led knowledge sharing.
The Disabled Women's Network (Canada), disability justice organizations, and peer-led learning collectives have pushed for genuinely accessible education that centers disabled people's expertise and knowledge. These movements challenged the idea that "real" education only happens in institutions.
In the Global South, disabled people have built learning cooperatives, peer literacy programs, and community knowledge systems that don't depend on expensive institutions. These approaches emphasize collective learning and mutual aid.
¶ What Counts as Adult and Continuing Education
Formal programs: Community colleges, universities, professional certification programs, trade schools
Non-formal learning: Workshops, short courses, online learning platforms, professional development
Informal learning: Peer teaching, community groups, skill shares, mentorship, self-directed learning
Community-based education: Learning led by and for disabled communities, union education, cooperative education
Accessibility means the education is designed from the start to include disabled people. This includes physical access, communication access, cognitive accessibility, and flexibility.
Access sometimes just means "let disabled people in" without changing the structure. Accessibility is better.
For many disabled adults, continuing education is how we gain economic independence, transition careers, stay current in fields, or pursue what we're genuinely interested in. Educational access also means:
- Economic power: More learning options = more job possibilities and higher earning potential
- Self-determination: The chance to learn what matters to you, not just what institutions think you should learn
- Community building: Finding peers and mentors with shared interests and experiences
- Skill development: Learning can happen at any age, in any pace that works for you
For disabled adults facing unemployment, underemployment, or interrupted careers, continuing education is often a lifeline.
Strengths:
- Flexibility for people with chronic illness, pain, and fatigue
- Can take classes from anywhere without transportation barriers
- Ability to pause, rewind, and learn at your own pace
- Often includes captions and transcripts
- Can use accommodations (screen readers, AT software) in your own space
What to look for:
- Transcripts for all videos, not just captions
- Keyboard-navigable platforms
- Alternative formats for documents
- Real-time support (chat, office hours)
- Flexible deadlines or asynchronous options
- Clear syllabus with learning objectives
Platforms with good accessibility: Coursera, edX, LinkedIn Learning, many universities offer online courses with disability support
Community colleges and universities often have robust disability support offices. Before enrolling:
- Email the disability services office with your access needs (don't wait until classes start)
- Ask about notetakers, interpreters, ASL, CART, physical accessibility
- Learn about academic accommodations (extended test time, alternative format assignments)
- Ask about financial aid for disabled students
Vocational rehabilitation (VR) in many countries provides free training for disabled people preparing for work. In the US, this is called Vocational Rehabilitation. Requirements vary by state/country.
¶ Peer-Led and Community-Based Learning
- Disability justice organizations often offer workshops and skill-shares
- Cooperatives and unions offer education for members
- Mutual aid networks teach practical skills
- Peer mentorship and informal learning with other disabled people
These are often free or sliding-scale, trauma-informed, and designed by disabled people.
Many disabled adults learn through:
- Reading books, blogs, YouTube channels by disabled people
- Audiobooks and podcasts
- Online communities and forums
- One-on-one mentorship
- Skill-shares with friends
This counts as real learning and builds real skills.
¶ Trade and Skilled Trades
Skilled trades (carpentry, plumbing, electrical work) can be accessible paths to employment. Some considerations:
- Many trade schools now have accessibility supports
- Apprenticeships often include paid training
- Some trades have less rigid physical requirements than assumed (adaptive techniques, tools, team-based work)
- In the Global South, informal apprenticeships and family-based skill transfer are common
¶ For Blind and Low Vision Adults
- Ensure course materials are in accessible formats (not just PDFs of scanned documents)
- Screen reader compatible platforms and materials
- Alternative ways to participate in labs, demonstrations, hands-on learning
- Audio descriptions for visual content
- Ask about accessible tech the program can provide
¶ For Deaf and Hard of Hearing Adults
- CART (Communication Access Realtime Translation), ASL interpreters, or captions
- Visual demonstrations and materials
- Written summaries of verbal instructions
- Alert systems for emergency alerts
- Video relay services for phone-based communication
- Physical accessibility of buildings and classrooms
- Accessible parking, entrances, bathrooms
- Flexible seating and break policies
- Alternative ways to do hands-on work (adaptive tools, team-based options)
- Remote attendance options when possible
¶ For People with Chronic Illness and Pain
- Flexible attendance (asynchronous options, recorded lectures)
- Ability to take breaks without penalty
- Accessible rest spaces
- Online option when health flares up
- Extended deadlines
- Climate control in learning spaces (important for people with dysautonomia, chronic pain)
- Clear, structured information (plain language, organized syllabus)
- Multiple ways to engage (not just lectures)
- Extended time for assignments and tests
- Quiet spaces for breaks
- Written instructions, not just verbal
- Reduced sensory stimulation when possible
- Flexibility with communication style (some people prefer written, some verbal)
¶ For People with Psychiatric Disabilities and Trauma Survivors
- Trauma-informed teaching (warnings about content, options to opt out)
- Mental health support on campus
- Flexible participation (doesn't require always being "on")
- Anonymous question options
- Clear structure and expectations
- Understanding of psychiatric disabilities (not "just motivation" or "just push harder")
¶ For People with Intellectual and Developmental Disabilities
- Person-centered planning (what does this person want to learn?)
- Supported decision-making about education goals
- Real jobs and real community integration, not segregated "day programs"
- Communication in accessible formats
- Social learning alongside skill-building
- Peer networks
- Intersectional access planning (not just "disability" accommodations, but understanding how race, class, language, immigration status, gender identity, etc. shape access)
- Culturally responsive teaching
- Addressing gatekeeping and discrimination from staff
- Affinity space for students with shared identities
- Flexible work/life/education balance for people with caregiving responsibilities
Step 1: Contact disability services early (before classes start if possible)
Step 2: Provide documentation if you have it. Note: Self-diagnosis, doctor letters, and diverse evidence all count. You don't need a formal diagnosis to ask for accommodations.
Step 3: Request specific accommodations. Examples:
- Extended test time
- Quiet test-taking space
- Alternative assignment formats
- Flexible attendance
- Note-taker
- Scribe for exams
- Access to lecture notes
- Recorded lectures
- Breaks during exams
Step 4: If the program says no, know your rights. Many countries have laws requiring reasonable accommodations. Document everything.
In many places, you can request accommodations without formal diagnosis. You can:
- Ask disability services what documentation they need
- Offer letters from trusted people who know you
- Use self-documentation
- Ask to try accommodations and see if they help
- Connect with disability advocacy organizations if the program refuses
"I have a disability that affects [area—reading, concentration, memory, ability to be in classrooms]. I need [specific accommodation]. This will help me [specific outcome]."
You don't need to disclose your diagnosis if you don't want to. You can say "disability" or "access needs" without explaining everything.
¶ Free and Low-Cost Options
- Community colleges: Often cheaper than universities; many offer financial aid for disabled students
- Public libraries: Often offer free classes, internet access, and computers
- Community organizations: Disability justice orgs, unions, nonprofits offer free skill-shares
- Online platforms: Coursera, edX, Khan Academy have free tiers or financial aid
- YouTube and blogs: Genuinely free learning from disabled creators
- Vocational Rehabilitation (US): Free training for disabled people preparing for work
- WIOA programs (US): Free training and support for adults with barriers to employment
- Pell Grants (US): Federal aid for low-income students, including disabled students
- Workforce development funds: Many countries have government programs to train workers
- Disability-specific funding: Some disability organizations offer scholarships
- Employer tuition assistance: Some employers pay for employee education
- Sliding scale and payment plans: Ask institutions about flexibility
- Global North: Usually more institutional funding available; navigate bureaucracy carefully
- Global South and informal economies: Learn through mentorship, apprenticeships, peer networks. International scholarships available through some organizations.
- Refugee and immigrant adults: Some organizations offer free training; others have immigration restrictions on funding
- Indigenous communities: Some offer community-based learning and traditional knowledge transmission
¶ Barriers and How to Address Them
Assumption that disabled adults shouldn't work or learn
- Push back. Your goals are valid. Your learning matters.
- Connect with disability culture and community for affirming messages
Ableism from teachers and programs
- Request different instructor if possible
- Document incidents
- Reach out to disability rights organizations
- Consider leaving if environment is harmful
Benefits and financial barriers
- In the US, some benefits (like SSI/SSDI) have work incentives that protect benefits while you learn/earn
- Research your specific country's rules
- Connect with benefits counselors
Lack of accessible transportation to classes
- Ask if online/asynchronous options are available
- Use paratransit, accessible transit, or accessible ride services
- Advocate for better transit access in your area
- Consider community-based learning instead
Stigma and internalized ableism
- You belong in education spaces. Disabled people are learners, experts, and knowledge-makers.
- Find peer support in disabled student groups
- Remember that struggling with access is not a sign you shouldn't be there
Caregiver and family responsibilities
- Seek programs with flexible timing
- Look for childcare support
- Consider part-time options
- Build support networks with other learners
- Hire disabled people as teachers, advisors, and staff
- Ask disabled students what they need instead of assuming
- Build accessibility into programs from the start, not as an afterthought
- Pay disabled people for their knowledge and labor
- Address ableism in hiring and teaching
- Support disabled teachers to teach
In countries without robust formal adult education systems, disabled people often learn through:
- Family and community knowledge: Intergenerational teaching, mentorship
- Informal apprenticeships: Learning trades and skills directly from practitioners
- Peer networks: Disabled people teaching each other
- Community organizations: Local disability groups, faith communities, unions
- Mobile learning: Traveling educators, radio programs, mobile libraries
- Cooperative learning: Groups pooling resources to learn together
These are often more accessible and sustainable than formal programs.
- Cross-disability scholarships: Some international organizations support disabled students from the Global South
- Online international programs: Growing accessibility in virtual learning
- Language barriers: Check if programs offer interpretation, translation, or materials in your language
- Visa and immigration: International students may have different requirements; plan ahead
¶ Indigenous and Traditional Learning
Many Indigenous communities have their own education systems that are often more accessible to disabled people than Western models:
- Knowledge held in community: Not gatekept by institutions
- Multiple ways of knowing: Not just reading/writing
- Intergenerational: Honoring elders and all ages
- Practical and spiritual: Learning connected to land and culture
These approaches are often healing and affirming for disabled Indigenous people.
- Do you have disability services? What's the process for requesting accommodations?
- Can courses be taken online or asynchronously?
- What formats are course materials in? (Can they be in accessible formats?)
- What's your policy on flexible attendance?
- How much notice do I need to give about access needs?
- What happens if I need to pause or take a medical leave?
- Are financial accommodations available for disabled students?
- Who should I contact to start the process?
- Identify your access needs: What helps you learn? (flexibility, captions, quiet space, movement breaks, etc.)
- Explore options: What programs fit your needs, interests, schedule, and budget?
- Contact disability services early: Before you enroll if possible
- Request specific accommodations: With examples and reasoning
- Build community: Connect with other disabled students and learners
- Plan for success: What support do you need? What backup plans do you have?
- Advocate: If accommodations aren't provided, know your rights and seek support
- Community colleges in your area: Search "[your city] community college"
- Coursera, edX, LinkedIn Learning: Online learning platforms with some free courses
- Khan Academy: Free educational videos
- Local disability organizations: Often connect people to learning opportunities
- Vocational Rehabilitation (US): Contact your state VR agency
- Libraries: Often have free classes and computer access
¶ Funding and Financial Aid
- Free Application for Federal Student Aid (FAFSA) (US): www.fafsa.gov
- Benefit work incentives (US): Contact your benefits counselor or visit www.vcu-ntdc.org
- Workforce development (US): Contact your local American Job Center (AJC)
- International scholarships: Search "disability scholarships [your country]"
¶ Disability Rights and Accommodation
- Disability Rights Education & Defense Fund (DREDF): Education rights information
- Disability Visibility Project: Disabled people's stories and resources
- Self Advocates Becoming Empowered (SABE): Resources for people with intellectual disabilities
- Your country's disability rights organization: Search "disability rights [your country]"
¶ Peer Learning and Community
- Disabled and Here: Stories of disabled people excelling in education and work
- The Disability After Dark podcast: Disabled people discussing education, work, culture
- Disability justice reading lists: Available through many disability organizations
- Local disability community groups: Find through social media, disability organizations, libraries
This page is written by and for disabled adults. We welcome contributions from:
- Disabled adults with continuing education experience
- Disability services coordinators sharing best practices
- People from the Global South sharing how adult learning happens in your contexts
- People with specific disabilities sharing what helps you learn
- Educators making programs more accessible
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