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knows about the big world. Typically, an adult learner knows what their goals are, and how they need to accomplish those goals, and they need to be able to apply what they're being taught immediately. The adult learner is generally more motivated to learning the material, achieving good grades, and reaching their destination as quickly and smoothly as possible. Therefore, the traditional educational setting does not confront the adult-learning styles of non-traditional students.

Adult-learning styles, in contrast to traditional-learning styles, are far more independent, aggressive, and specific. The adult-learner requires teaching that is relevant to them. Time is of the essence to the adult-learner where every moment needs to be productive and useful to validate their time being spent learning. Adult-learners need to be treated as adults, be provided independence, feel respected, and be allowed the opportunity of discussion to provide their input and listen to that of others. In adult-learning settings, everyone and anyone can be the teacher, and they can learn as much from their peers as from their teachers. As the saying goes, "We're all adults here." Many colleges and professors are now adapting non-traditional curriculum and teaching styles and methods to make learning more practical for adults. This leads to another issue of adult-learning disabilities.

Adult-learning disabilities are much easier to conquer than younger student-learning disabilities, because with age comes awareness of self. Adult students are more likely to be aware of their learning patterns and problems, if it isn't already obvious, and may try to resolve these issues with the teacher. Different teaching strategies can compensate for some of the simpler adult-learning disabilities, whereas adaptive and assistance devices can help resolve or convenience those functional restrictions in learning.

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