The State of Learning Disabilities 2011 (December 20, 2011)

The State of Learning Disabilities: Facts, Trends and Indicators provides the authoritative national and state-by-state snapshot of learning disabilities (LD) in the United States, and their impact on the ability of students and adults to achieve educational success and employment. This publication also clarifies what a learning disability is and explains the common misperceptions associated with LD. 

Of particular interest to adult education is the explanation on p. 4 of the updates to the Americans with Disabilities Act and the outline on p. 30 of the new ADA regulations clarifying documentation for testing accommodations.

To read the publication, go to: http://www.ncld.org/stateofld

Learning to Achieve: A Professional’s Guide to Educating Adults with Learning Disabilities (November 14, 2011)

This companion guide to the training is a stand-alone resource for professionals who work with adults with LD and haven't taken the Learning to Achieve training. The six chapters reinforce and extend the content of the training modules. The chapters cover relevant characteristics of adults with learning disabilities matched with descriptions and examples of practical intervention strategies. A major theme in research and practice is that effective interventions for this heterogeneous group are appropriate for all individuals who struggle with learning. You may download the Guide at http://lincs.ed.gov/publications/pdf/L2AProfessionalGuide_final.pdf

Reasons for the Misidentification of Special Needs among ELLs (August 5, 2011)

To ensure that misidentification does not occur, the authors of Special Education Considerations for English Language Learners: Delivering a Continuum of Services propose a different approach to assessment and service delivery for ELLs that can overcome many of the problems in traditional assessment and remediation directed toward this student population. Before highlighting solutions in their manual, however, they present three reasons why such misidentification is likely to occur in this population. These reasons are problematic assessment practices, the influence of the medical model when addressing educational issues, and funding biases toward special education.

While this article was written with a K-12 population in mind, it does highlight some of the issues surrounding the identification of adult ELLs with special learning needs and can be useful for adult literacy practitioners who work with ELLs who demonstrate learning difficulties. To view the full article, go to: http://www.ldonline.org/article/40715

Helping Students Understand What They Read (March 17, 2011)

Regina Richards, writing for LDOnline, outlines steps that all teachers can take to help their learners better understand and comprehend what they are reading. While written for the K-12 population, "Helping Children with Learning Disabilities Understand What They Read" describes strategies that are also applicable to your work with adults. To learn more, go to: http://www.ldonline.org/article/5598

Research Backs Teaching Organizational Skills (January 14, 2011)

In the presentation "School-Based Treatment of Adolescents with ADHD," Dr. Joshua Langberg, PhD, shared his research, which indicates that, more than any other factor, the explicit teaching of organizational skills most positively impacts academic success. While his research was done with adolescents, it still has implications for our adult population. To read more of Dr. Langberg's articles on this topic, go to: http://www.cincinnatichildrens.org/svc/find-professional/l/joshua-langberg.htm

Memory Tips (October 15, 2010)

While geared to helping students in schools study for exams, this article from LDOnline offers some practical tips for helping students with learning disabilities/difficulties use memorization to aid in retention. To read about these techniques, go to: http://www.ldonline.org/article/Memory_Tips_for_Students

You may also find more information about memory strategies in two additional articles from LDOnline, Memory Strategies for Students: The Value of Strategies at: http://www.ldonline.org/article/5736 and Making It Stick: Memorable Strategies to Enhance Learning at: http://www.ldonline.org/article/5602

Learning Disabilities discussion (September 16, 2010)

The Learning Disabilities List will be hosting a discussion entitled "Adult ESOL Learners who Struggle: Is it REALLY Learning Disabilities?" September 17- 21, 2010.

Robin Lovrien Schwarz, M. Sp. Ed: LD Ph.D. (Candidate), will be the guest speaker. She has worked with struggling readers of all ages and has applied her knowledge to examining the issues of reading and reading difficulties in ESOL. She recently completed a review for NIFL’s update of Bridges to Practice (Learning to Achieve) literature on testing adult ELLS for reading and learning disabilities and an article for NIFL on adult ELLS with no prior print literacy and what research tells us about these learners as they attempt to move into literacy. Her particular interests include learning about what recent research in neuroscience and in reading difficulties across languages is finding that can inform us about how our learners read and why the process is not always as smooth as we expect.

Guidance and Career Counselors Toolkit: Advising High School Students with Disabilities on Postsecondary Options (June 18, 2010)

This toolkit is intended to help guidance and career counselors to better assist high school students with disabilities to transition into postsecondary education and employment. Adults with LD and their supporters will also find the information and resources valuable in planning for entering postsecondary education and for career preparation.

This product is geared towards high school students with disabilities, their counselors, teachers, and parents. However, many ABE/GED students are dealing with learning, physical, or mental health difficulties and possibly disabilities. Therefore, certain chapters are particularly relevant to ABE/GED teachers and students who need to understand disability definitions, disability laws, self-determination, academic accommodations, and psycho-educational assessment and documentation in preparation for transitioning to post-secondary opportunities.

Chapters of special interest might include:

• Chapter 1 on common disabilities, definitions, and incidence under IDEA
• Chapter 4 on facilitating self-determination and self-advocacy skills
• Chapters 12, 13 on academic adjustments or accommodations and the role of Disability Support Services
• Chapters 14, 15 on the role of Vocational Rehabilitation services and access
• Chapter 26 on proper and complete documentation of disabilities
• Chapter 28 on psychological and/or educational diagnostic evaluation
• Weblinks for further information
• Additional Tools for transition to post-secondary

To download the Toolkit, go to: http://www.heath.gwu.edu/images/stories/Toolkit.pdf

A National Online Library of Professional Development Resources (May 12, 2010)

Across states, national organizations, and technical assistance investments, an extensive amount of professional development material is availalbe. This library provides local educators with easy access to an array of resources that can be used or customzed to meet their needs.

While the resources are mainly geared to the K-12 population, many of the topics included are applicable to the adult education population. Some of the topics covered are: assistive technology, employment, project-based learning, career education, self-advocacy, conflict resolution, technology, transition to work, universal design, and many more.

To check out what is available, go to: http://www.learningport.us/

Creating Accommodating Math Students with Learning Disabilities (April 27, 2010)

There may be more learning-disabled students in your math class than you realize. If you have learners who read numbers backwards, have trouble telling time, confuse part and whole relationships, have difficulty keeping score in a game, and have difficulty remembering math facts, concepts, rules, formulas, sequences, and procedures, they may be learning disabled. According to the National Adult Literacy and Learning Disabilities Center, "it is estimated that 50 percent to 80 percent of students in Adult Basic Education and literacy programs are affected by learning disabilities," (1995, p. 1). The implications of such a staggering statistic for the adult basic education (ABE) teacher are worth further investigation. In this article, we will look at some common profiles of learning disabled learners and strategies you can use in your math class to meet their specific learning needs.

To read the article, go to: http://www.ncsall.net/?id=325

NAASLN Webinar on Tried and True Teaching Strategies for Students with (or without) Disabilities (April 13, 2010)

Here's a great opportunity to learn really practical, tried and true teaching strategies, which will lead to success for your students with ADHD, Asperger's Syndrome or Learning Disabilities.

Register ONLINE: Go to www.naasln.org/webinars.htm

April 20 from 4:00 - 5:00 ET

Description: So you know how to spot characteristics of your students with ADHD, Asperger's Syndrome, or Learning Disabilities, but now what? Learn some practical, tried and true teaching strategies for your students with disabilities - and for those without.

Presenter: Sarah Goldammer is an Educational Specialist with the Southern Illinois Professional Development Center, part of the Illinois Community College Board Service Center Network located at Southern Illinois University, Edwardsville. With a B.S. in Special Education and a M.S. in Higher Education, Sarah is proud to have taught students from 3 to 83 and every age in between. She has been involved in adult education for the past eight years and has been teaching and training for over 23 years

Fee per session:
$40.00 Non-Members
$20.00 Members **

Fee per video of this session and other archived sessions:
$40.00 Non-Members
$20.00 Members **

**NAASLN Members: To get this discounted fee of $20.00 when you register online, use your Members Only Code. If you don t have your code, contact us at info@naasln.org and we will send it to you.

Taking the GED Tests: Requesting Accommodations (March 29, 2010)

For our students with learning disabilities or ADD/ADHD, accommodations on the GED may be the only path to success. Neil Sturomski of GEDTS outlines the process of filling out the forms for requesting accommodations on the GED at: http://www.ldonline.org/article/15574

Free e-book available on Assistive Technology (March 2, 2010)

Atomic Learning s free ebook entitled Integrate Assistive Technology in General Education: A Quick Reference Guide is intended for any teacher or administrator seeking to level their classrooms for all students. The ebook covers the necessary steps for implementing assistive technology, such as creating a common vision, understanding the roles of each participant, developing key skills, providing ongoing support and understanding how it all ultimately impacts students. While this e-book is written for the K-12 population, the steps are applicable to the adult education arena.

To download the free e-book, go to: http://al.atomiclearning.com/integrating_at_ebook/?THEBIGDEALBOOK=634029512083249045

Assistive Technology Tools: Reading (February 4, 2010)

There is a wide range of assistive technology (AT) tools available to help individuals who struggle with reading. While each type of tool works a little differently, all of these tools help by presenting text as speech. These tools help facilitate decoding, reading fluency, and comprehension. To learn more about assistive technology (AT) tools that can help in reading, click here.

NAASLN Webinar on GED Testing Accommodations for Students with Special Learning Needs (January 25, 2010)

How do we level the playing field for adults with special learning needs?

Register ONLINE: Go to www.naasln.org/webinars.htm

February 16th from 4:00 - 5:00 ET

Description:
Adults with special learning needs taking the GED fall into two categories: (1) Those adults with documented disabilities, who require accommodations such as extended time, supervised breaks, scribes, audiocassettes. (2) Those adults, for whom teachers have identified learning needs requiring adaptations or modifications such as magnifiers, colored overlays, straight edges, rooms without fluorescent lighting, etc. These latter adaptations do not require prior approval by the GED state offices.

This session will clarify information concerning accommodations and adaptations and will provide effective ways to prepare your students to use these tools to successfully pass the GED Test.

Presenter:
Connie Leading brings 30 years of professional and personal experience to her position with the Ohio Department of Education's GED Office. As GED Testing Accommodations Consultant and as the Chief Examiner for Eastland-Fairfield Career & Technical Schools in Groveport, OH, she has been instrumental in the development of curricula for public and private institutions which addresses the challenges faced by students with disabling conditions. In these capacities and as a mother of two "accommodated learners" who have experienced the emotional and physical aspects of learning through accommodations, Connie serves as a strong advocate for the needs of special students.

Register ONLINE: Go to www.naasln.org/webinars.htm

Fee per session:
$40.00 Non-Members
$20.00 Members **

Fee per video of this session and other archived sessions:
$40.00 Non-Members
$20.00 Members **

**NAASLN Members: To get this discounted fee of $20.00 when you register online, use your Members Only Code. If you don t have your code, contact us at info@naasln.org and we will send it to you.

Understanding the Americans with Disabilities Amendments Act and Section 504 (November 12, 2009)

The Americans with Disabilities Act Amendments Act of 2008 (ADAAA) was passed by Congress in December 2008 and became effective January 1, 2009. This significant piece of legislation corrected what Congress considered to be a departure from the intent of the original ADA (passed in 1990) brought about by several narrow interpretations of the law through Supreme Court rulings. These rulings weakened the law and made it difficult for people with disabilities to receive the protection the law intended.

The ADAAA also has a direct and substantial impact on Section 504 of the Rehabilitation Act of 1973 (Section 504) -an important law that provides protections for individuals with disabilities.

While this publication is intended to educate parents, it is a helpful resource for those in adult literacy. Of particular interest to adult literacy practitioners is page 7 on colleges and universities.

To download this publication, please click here.

Bookshare (October 22, 2009)

People with print disabilities deserve to enjoy reading as much as all other readers. Yet, currently fewer than five percent of the books needed by people with print disabilities are available in accessible formats such as digital text or digital Braille.

Bookshare 's goal is to raise the floor of access so that people with print disabilities can obtain a broad spectrum of print materials at the same time as everyone else.

People with visual impairments, physical disabilities and/or learning disabilities can look to Bookshare to dramatically increase the quantity and timely availability of books and newspapers in accessible formats. Further, Bookshare s vision encompasses new technological developments as well as new applications of widely available technologies to stretch the power of technology for increased access to content.

Bookshare is diligently working toward this goal by:

• Building the Bookshare digital library as rapidly as possible through Volunteers, partnerships, and publishers.
• Spreading the word so that everyone who is eligible to join Bookshare has the opportunity to do so.
• Expanding the choices of access technology available for people with print disabilities. Bookshare is leveraging new technological developments that make reading digital books easier.

To learn more about the Bookshare program, go to: http://www.bookshare.org/

To find out if you or one of your learners qualifies for Bookshare, go to: http://www.bookshare.org/about/membershipQualifications.