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Original article | Open Access
International Journal of Progressive Education 2013, Vol. 9(2) 34-44
pp. 34 - 44
Publish Date: June 15, 2013 | Single/Total View: 49/444 | Single/Total Download: 58/727
Abstract
The need for progressive education is prevalent in one of the most underserved portions of the population: the adult developmentally disabled. Though John Dewey wrote little on the education of the disabled, his philosophy, and that of Mahatma Gandhi‘s, lend themselves to the further education of this unique segment of society. In this paper, I will be looking at developmentally disabled adults, specifically autistic individuals, living in group homes. It is the goal of developmentally developed group homes to advance the education of its residents so that they may eventually leave the home as competent, independent members of society. However, the education they are usually given is not tailored to their individual needs, reinforced through everyday activities, or provided in a manner respecting the individuals as people and not as objects. I will be discussing Gandhi‘s concepts of Basic Education as it can relate to the developmentally disabled and Kiyo Kitahara's use of Daily Life Therapy in the education of the autistic. I will examine the current system of learning in one specific group home and how Gandhi's and Kitahara's concepts of education can be used to improve the learning abilities of these individuals -- to allow them to move from institutionalized life to a fuller, more productive role in society.
Keywords: Progressive Education, Continuing Education, Developmentally Disabled
APA 7th edition
Boedicker, L.K. (2013). Progressive Education as Continuing Education for the Developmentally Disabled. International Journal of Progressive Education, 9(2), 34-44.
Harvard
Boedicker, L. (2013). Progressive Education as Continuing Education for the Developmentally Disabled. International Journal of Progressive Education, 9(2), pp. 34-44.
Chicago 16th edition
Boedicker, Leslie Kuhn (2013). "Progressive Education as Continuing Education for the Developmentally Disabled". International Journal of Progressive Education 9 (2):34-44.