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Learning disabilities

Journal Article: Adult Literacy Teachers’ Perspectives on Reading Difficulties and the Origins of These Perspectives

I would like to share with you an article from volume one, issue one of the peer-reviewed, online research journal, Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy. This article is written by Elaine Chapman, The University of Western Australia, and Janet McHardy.

Should academic faculty be expected to teach reading skills? Masters degree in college teaching.

Should academic faculty be expected to teach reading skills?  Most departmental faculty will say "No"; most will say that reading should be taught in K-12, and that the college professor's job is to teach course content.  I think they're wrong.  What do you think?

Here's another question: Suppose you agree with me.  Now what?  How do we get faculty buy-in?

I recently became aware of a program that aims to do just that:

What We Mean When We Talk about LD

What does LD mean to you?  LD, or Learning Disabilities, is a term that many of us use to talk about struggling learners, but are we working under the same definition of LD?

That's the question one of the new Learning to Achieve course modules aims to answer, by identifying the following six consensus statements about LD:

Points of Discussion for Questions of Learning Disabilities in Corrections Classrooms

Hello All,

Rochelle and I are organizing an event in which we hope to encourage conversation around learning disabilities in corrections classrooms.  As part of these organizational efforts we'd like to solicit from our groups subjects for discussion.  What would you, as educators in the field, like to hear more about concerning learning disabilities within secure classrooms and the challenges faced by both students and their instructors in such an environment? Your contributions are much appreciated.

-- Heather Erwin -- Correctional Ed, SME

A psychological aspect (internalizing problems) of literacy issues

Hello,

Much discussion in the Reading and Writing group focuses on improving our literacy instruction through addressing curricular, assessment, and instructional practices. Let's expand those parameters a bit and consider a psychological factor that some learners confront i.e., internalizing problems. We know in general that the challenges learners with learning disabilities (LD) confront in childhood and adolescence continue into adulthood.

Do you use graphic organizers?

Recently, I saw a short posting about graphic organizers in one of the other LINCS Communities.  In Chapter 6 of Learning to Achieve: A Professional’s Guide to Educating Adults with Learning Disabilities (http://lincs.ed.gov/professional-development/resource-collections/profile-472), graphic organizers are mentioned as an effective strategy for content instruction for individuals who may have a learning disability.

USCAL Presentation on Self-Determination

A colleague and I recently presented at the USCAL 2013 Conference in Washington, DC.  Our session was focused on the Self-Determination module from the LINCS Learning to Achieve program: http://lincs.ed.gov/programs/learningtoachieve/materials.html

Texas Adult Education initiatives to better serve adults with special learning needs

Texas Adult Education has a state professional development initiative called "Effective Instruction for All Adult Education Students Including Those with Special Learning Needs".

Webinar: How the Written Word Works

 

It's finally here! Join this two-hour webinar with Peter Bowers, author of How the Written Word Works. February 19, 2013, 3:00 PST. To register and for more information, visit this link:
 
 

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