Return-Path: <nifl-ld@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id f5BHNdf04310; Mon, 11 Jun 2001 13:23:39 -0400 (EDT) Date: Mon, 11 Jun 2001 13:23:39 -0400 (EDT) Message-Id: <014101c0f29b$024801a0$d4607b83@educ.kent.edu> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-ld@literacy.nifl.gov Originator: nifl-ld@literacy.nifl.gov Sender: nifl-ld@literacy.nifl.gov Precedence: bulk From: "Beth Pickenpaugh" <bethp@archon.educ.kent.edu> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:3522] Re: teaching adults with brain damage X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 5.50.4133.2400 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 1813 Lines: 48 Anne, I would suggest that you talk with the special education teachers in the local school districts for information on TBI for teaching strategies and methods. There is one good web site on TBI where there are resources and information, and I do not have it with me at this time. When I find it, I'll share it with you. As for reading materials, I would also when I work with this student is to find out his interests and how much he knows, etc. Then try to find books that are related to his interests. Good luck! Beth Pickenpaugh Graduate Student in Deaf Education Kent State University ----- Original Message ----- From: "Anne Dolan" <adolan@bcc.ctc.edu> To: "Multiple recipients of list" <nifl-ld@literacy.nifl.gov> Sent: Monday, June 11, 2001 1:08 PM Subject: [NIFL-LD:3521] teaching adults with brain damage > I am an ABE/GED instructor at Bellevue Community College in Bellevue, WA. I > am anticipating receiving a student who sustained brain damage as a result > of a car accident a few years ago. I know very little about this student > except what I learned from a phone conversation. I understand this student > to be very intelligent, but no longer able to read a clock or add/subtract. > Reading comprehension, according to the student, was also affected, but the > student is still able to read 400 wpm with "75% accuracy". (I do not know > what tool was used to test reading comprehension nor at what grade level.) > > I am looking for a starting place with this student. For myself, I need to > learn more about teaching a student with these difficulties so any > suggestions for good reading material for my education are welcome. Also, > I'd appreciate any suggestions for methods and approaches or places to go > for this type of information. > > Thanks so much. > > Anne Dolan >
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