出版社：Hrvatsko pedagoško-književni zbor, ogranak Split i Filozofski fakultet Sveučilišta u Splitu
摘要：The adult learning theories do not agree on the usability of andragogy principles in education of adults with disabilities: while some theoreticians find these principles to be useful, others believe that adult education theoretical framework does not provide sufficient guidelines for education of people with disabilities. Theoretical framework of lifelong learning, which is an important part of adult learning theories, assures additional elements for explanations on information and communications technology use in education of adults with disabilities. In this work we present and empirically review theories of information and communications technology use in education of adults with disabilities. Empirical review confirms theory on efficiency of ICT technology use in education of adults with disabilities. The main contribution of this work is a new classification of information and communications technology use in education of adults with disabilities, where focus is not on a type of technology used or a type of disability that an adult person has. New classification is based on the following elements: (1) learning content and learning methods in an adult learning environment, (2) assistive technology in learning and teaching of adults with disabilities, and (3) technology which adults with disabilities use for work.
关键词：the adult learning theory – andragogy; information and communications technology; adults with disabilities
