In adult education, the term "accelerated learning" (AL) is usually associated with programs designed to meet the needs of adult learners whose many commitments prevent them from participating in traditional programs. Within the field of training and development, however, AL identifies an approach to learning that is multidimensional in nature and places the learner at the center of the experience. Sometimes called "superlearning" or "suggestive-accelerative learning and teaching," AL has been influenced by a number of modern movements, including natural learning, the theory of multiple intelligences, learning style research, collaborative learning, and the decline in behaviorism as the dominant educational philosophy. The following are among the techniques or strategies that are used in AL and also recommended for adult learning: nonthreatening teaching-learning environments; teachers and learners as equals in collaborative environments; the use of small groups; and the importance of learners' experience as a resource. AL also stresses the use of multisensory learning environments that tap into multiple intelligences. When the adult education literature speaks of accelerated programs or learning, "accelerated" generally refers to time and intensity rather than to methodology. Adaption of the original theory is one of the trends related to AL. (An annotated list of 20 resources constitutes approximately 80% of this document.) (MN)