The article summary, supporting the needs of a leaner population that is no longer non-traditional, by Jovita M. Ross-Gordon recognizes the insight of very particular parties of the article. The suitability of non-traditional study types includes the essential parts worth mentioning which include: numerous responsibilities of adult learners, reactions to adult education, and distance education. The article also notes the importance of beneficial theories, defining structures, understanding the learning sphere of mature people and undertakes research on leaner adults in universities. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essayThe number of adult students in universities has increased significantly according to variant indicators. this group of students are considered non-traditional model students and constitute a portion of undergraduate students. A survey conducted by the National Center for Education Statistics (NCES) found that 38% of students enrolled in 2007, referring to approximately eighteen million students, were over the age of twenty-five. According to NCES projections, the figure for adult students will remain unchanged for the next decades. According to NCES the term nontraditional has been widely applied to include additional groups that were previously not inclusive. According to Patricia, the economic and social reasons behind the engagement of non-traditional students in higher education may not diminish in the near future due to the intense demand for higher education. Furthermore, there is a potential increase in the need for population diversification, with continuous shifts in demands within the employment or work arena, massive shifts in the technological platform. According to Jovita M. Ross-Gordon, adult students with high academic experience have demonstrated much personal merit and economic empowerment. The effect of this is the spread of benefits to the entire community and society through political, social and economic channels. The distinct difference between an adult student and a regular student is that adult students typically have additional homework or jobs. which they examine as opposed to regular students who follow a single education system. The combination of roles, such as care, parenting, community member spouse, worker and many other tasks, shape the student's life. This segment of students hosts a great deal of life experience compared to other students. They then struggle with allocating time to talk about their tasks ranging from academic roles to others. According to Work First, Study Second students were divided into two groups: those who valued their work first over their academics and those who put their academics first and furthermore, those who valued their careers were able to get married first . Typically, most students in reentry programs take courses that offer enough flexibility needed in managing other chores or tasks. To facilitate the smooth running of the programs, essential customization of the program has been constantly undertaken to adequately accommodate the important alternations in the process of inclusion of senior students. This refers to generating sufficient adult education versions and curricular or course profiles to adequately address the specific concerns of older learners. Well-designed learning modules and platforms, e.g. distance learning, pre-assessment during learning, formats of.