Educational Activities for Disabled Adults

The purpose of the research was to find out all educational activities implemented for disabled adults. Structuring upon the approach of phenomenology, the answer of what kind of studies have been made for disabled adults was sought for. In order to describe the meaning of a phenomenon (disabled adults’ education), qualitative research and phenomenology were handled. Dealing with this phenomenon, all of the provinces sent Province Status Reports, but eight of them declared that there was no activity for disabled adults’ education done in their provinces. The study involved a sample universe. In order to get more information and prevent bias, one question was put: What kind of studies are performed for disabled adults in your province? In 2015, data collection was completed. The data were written, rearranged, and placed in tables; afterwards, codes and categories were formed. Finally, it was converted into numbers as the frequency and percentage of codes and categories. With the usage of qualitative interpretation experts’ opinions, literature comparison and legislation accord were conducted to provide content validity. Adequate engagement was ensured, researcher position indicated, peer review conducted, and dependability on the context provided from experiences of the researcher in the fields of special education and adult education benefited. At the end of the analysis, 62 codes and seven categories appeared. Seven categories consist of: fields of courses, conducted research, studies for informing and publicizing, regulation of education and environment, disabled groups, coordination, financial and administrative activities. After the research, it was inferred that not only legal infrastructure should be built, but the practice should be needed as well. In conclusion, this study could be the starting point for attracting attention to disabled adults’ education. Disabled adults’ education needs to be studied, researched, and improved later on.