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ONLINE COURSE: Learning to Achieve Accommodations Discussion Thread

This thread is intended to provide a place for users who have completed the Learning to Achieve: Accommodations course with a space to reflect on the course content. The course content was updated in early 2019 and will be made available in spring 2019. Please stay tuned for the launch of the updated course. 

We hope you enjoyed the Learning to Achieve: Accommodations course. Please use this thread to share:

Of all the concepts and ideas discussed in this course:

  • Which were new to you?
  • Which ideas stood out as most important for you and your practice in supporting adults with LD in your classroom?
  • What are some specific strategies from this course that you feel you can readily incorporate to help your adult students with LD?

What other strategies or resources have you used in providing accommodations for your adult students with LD, and how effective were they?

Comments

Pamela Dempsey-O'Connell's picture
First

The updated L2A Accommodations course has definitely fleshed out the UDL section and has provided more resources throughout the course.  I will be spending time crawling through those resources to better understand what more is available for AE practitioners. 

 As a professional development provider for AE practitioners, I plan to update the various courses I oversee by interjecting the new information. Thank you, Pam DOC 

Michelle Burton's picture
First

As a newbie to the adult ed world, I am realizing we must address both diagnosed and undiagnosed learning disabilities every day. Many students are slow to share a previous diagnosis and need for accommodations. Since all students are in the same classroom, I have tried various methods of universal accommodation to prevent embarrassment, including using closed captioning with video, reading aloud word problems and passages, and oral discussion along with written response. Honestly, I don't know whether, or not, any of it has been helpful. I do like the idea of universal design and hope to learn additional ways to make life easier for us all.

Michael Cruse's picture
One hundred

Hi, Michelle -

Congratulations on your first LINCS post, and welcome to the world of adult education!  I'm so glad to hear you are providing the types of accommodations you are, by simply thinking intentionally about how to incorporate Universal Design for Learning (UDL) into your instruction.  This IS making a difference for many of your students, whether diagnosed with a disability, or not.  Keep doing what you've done, asking questions, and learning from the LINCS courses.  We're here to support you!

Best,

Mike Cruse

Disabilities and Equitable Outcomes Moderator

michaelcruse74@gmail.com

Penny Cook's picture
First

I am very new to Adult Ed and all the various staff development. This is so very interesting. In regards to the questions:

A.)

1.)The steps of adults taking responsibility for their learning disability and accommodations is really new to me. I taught elementary school for 18 years. I also have a son with some disabilities. I wasn't aware of the steps that an adult should take to benefit their learning status;Self-determination, Self-disclosure, Self-advocacy

2.)The use of presentation accommodations and response accommodations stood out as ideas of importance and tools of practice.  They could truly support our adult education students to aspire success and minimize stressful working and testing habits.

3.)I will immediately encourage students to follow the steps to advocate for themselves and use presentation accommodation tools that we have in our facility to enhance student learning. Setting accommodations are something that we practice some, but we can improve upon.

B.)I have never had a student with a disclosed LD, since I have only worked here for about 10 weeks. I am a  part-time instructor as well as do testing. I do try to encourage students to use the tools on the computer and use the calculator. These are some sort of accommodations I am implementing I suppose.

Mary Dunlap's picture
First

I have  incorporated many of the accommodations discussed in the course.  I often give extended time, short breaks, and a quiet environment to facilitate learning.  The section on how adults access accommodations is very important.  Adults must be able to determine and disclose the problems they are experiencing and be an advocate for themselves.

Janet Cantrell's picture
First

As a relatively new Adult Ed instructor, I found the information to be very interesting and helpful.  I look forward to trying the instructional strategies suggested in the course with my students.

Janet Cantrell's picture
First

I look forward to implementing some of these ideas in my classroom. I also intend to dig a little deeper & learn more about the UDL.

Jennifer Hill's picture
First

I am new this year to adult education after spending the past 20 years in elementary education so I must say that, while a lot of the accommodations were somewhat familiar to me due to my past experience, they were all new to some extent due to the application of them to the adult education situation. 

To me, the concept of universal design was the most important overall to what I am doing with my current students. If there weren't some types of issues, whether learning or otherwise, that had arisen while these individuals were in school the first time then they would have likely completed their education at that time and would not be utilizing our services at this time. Therefore, even without documented learning disabilities some accommodations in the way the materials are presented or tested seem like they would be necessary in order to ensure success for all students. 

R.D. Robison's picture
First

This course was a good refresher for me as I work with adult learners that have multiple learning differences. Thank you!

Margylou Fernau's picture
First

The concept of Universal Design was new and of utmost interest to me as it is an all-inclusive design intended for all students, not just for students who may have learning disabilities.

I have worked in the field of adult education for many years but have had few, if any, students who would self-determine their need for accommodations.  I had prior knowledge of some of these students being in special education in the public school setting but did not "admit" to having any disability when doing the intake paperwork for admission to an adult education program.  The concept of students having a productive and realistic understanding of their strengths and weaknesses and being able to choose a pathway in life that is successful and satisfying is tantamount to their success in reaching their goals in an adult education setting.

In our setting, we have students complete a learning styles inventory to determine if they are visual, auditory, or kinesthetic learners.  We also do an analysis of attention challenges and an analysis of visual stress syndrome and follow through with adaptations and strategies.  My task is to facilitate students to become proactive in setting goals and steps to achieve those goals and to seek persistence in their achievement.

I want to have as many tools and strategies available to me to facilitate my students'  learning.  I want to explore the concept of Universal Design in more depth as this may help those with learning disabilities not feel so alienated from the other learners.

 

Kelly McGhee's picture
First

I'm new to everything first time taking a course like this. Testing accommodation are things I will be using the most 

randomness