Learning to live - living to learn Understanding the experiences of adult learners with intellectual disability

Engineering notes

Key topics: autonomous driving. See the paper for implementation details and experimental results.

Chinese explanation / 中文解读

中文解读待补充：本站会优先为端到端自动驾驶、BEV感知、3D目标检测、轨迹预测、路径规划、LiDAR感知等高价值论文补充中文说明。

Original abstract

This study examines the learning experiences of adults with intellectual disability. It aims to advance understandings of how adults with intellectual disability learn and how to better support their learning. The importance of learning for personal growth, community participation and wellbeing is well documented in human rights documents, Australian disability policy and previous research. Little is known, however, about how adults with intellectual disability experience learning and how they want their learning to be supported. Without this knowledge, it is difficult to know whether policy and practice are improving learning for people with intellectual disability and whether benefits for them are realised. The study was underpinned by critical realist understandings of disability and Illeris’ (2017) theory of human learning. Qualitative ethnographic methodology, observations, interviews and narratives were used to examine learning with 11 learners and their supporters in two settings. Learning experiences were explored to understand learners’ motivations and emotions expressed about learning, how learning was facilitated and what they learned. Environmental factors influencing the organisation of learning experiences were considered. Data were examined through learners’ perspectives to determine the factors promoting or hindering learning. Findings were used to inform how to better support learning for people with intellectual disability. The learners’ experiences were best described as a continuum with strong positive outcomes at one end and poor learning outcomes at the other. Some learners’ experiences were positioned at multiple places along the continuum. When learners’ motives, content interests, learning preferences and needs were aligned, learners enjoyed learning and learned well. Learners’ experiences were relational, characterised by shifting power and complex collaboration between learners and their supporters. Collaborations where goals and expertise were shared, promoted collective agency and learning for all. When learners had autonomy over activities, access to resources and skills to use these resources, they could direct and organise their own learning. The findings imply that to support learning well, policy and practice need processes for understanding and supporting each person’s specific needs and preferences and for promoting collective and personal agency.

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