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 iAK40S100120; Fri, 19 Nov 2004 23:00:28 -0500 (EST) Date: Fri, 19 Nov 2004 23:00:28 -0500 (EST) Message-Id: <004a01c4ceb4$cc1f1240$3e0a1845@DeepThought> 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: "Woods" <woods@ncia.net> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:4515] Re: Resource rooms in adult learning centers X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2900.2180 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 889 Lines: 17 The context in which I know the term, "resource room" is in elementary and secondary schools. This is the place where children in need of special edcuation services may go to receive instruction and assistance. Special education pertains to individuals 21 y.o. and younger and is the responsibility of the local school district. A resource room in an adult ed setting would necessarily represent something very different. In the adult ed environments I know, teaching and learning is individually tailored to meet the individual needs of the student and learning is self-paced. These factors remove 99% of the reasons why special education is needed in the first place. It's as if every room is a resource room and it's just the normal course of business. Tom > Does anyone have direct or indirect knowledge regarding both the existence > and success of such resource rooms?
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