ABSTRACT
Perhaps the newest clientele with the greatest potential for the providers of education in the United States is the elderly. That assertion becomes even more significant if one includes education of the elderly in the concept of educational gerontology, “the study and practice of instructional endeavors for and about the aged and aging” (Peterson, 1980, p. 67). Thus, following Peterson, education for the elderly would extend beyond these individuals who are chronologically beyond 55 to individuals who are not yet “older adults” to individuals who work with older adults. In short, almost the entire United States population could be included in this clientele group.
