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 iB1LcmF27293; Wed, 1 Dec 2004 16:38:48 -0500 (EST) Date: Wed, 1 Dec 2004 16:38:48 -0500 (EST) Message-Id: <200412012135.iB1LZIF27178@literacy.nifl.gov> 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: "Glenn Young" <gyoungxlt@comcast.net> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:4542] RE: Dyslexia X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Office Outlook, Build 11.0.5510 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 4317 Lines: 97 In reply to AWILDER Yes ... Data is available to support the reason why most people are coming to adult liteacy programs ... And expecially since welfare reform and the dramatic changes in the work place ... The adult literacy is being dominated by two large forces; limited English proficency and need to past tests for work or program qualification ... And most of the need is for something NOW. It is also clear that adult literacy should be seen a part of a system and a process leading the learn to somewhere other then just learning to read .... Or speak English ... When they go from these programs they should be going somewhere ... (work, college, etc.) Also the DATA is showing very high rates of drop outs and very limited gains in literacy ... Mainly one level for each year involved. If a person comes in with a 6th grade level and it is supposed to be 10th grade level at a minimum for GED ... It could take 4 years at current levels to get a person ready for the GED ... NO WAY IS THIS MEETING THE NEEDS OF CLIENTS. Yes ... The diagnostics issues has always been the problem ... But two clear points about that ... 1) there is almost no requirement upon adult education programs to require "proof of disability" ... That mostly comes when they go into the more formal settings (GED, Community Colleges, etc.) So that if accommodations are used in the adult literacy programs and they WORK ... That both encourages the learner to get "proof" for the next level of activities" and the learner actually learns what they need to learn for the test or program. Example ... Using BOOKS ON TAPE (BOT) to prepare for the GED ... Using voice activiated computers for filling out forms or such .... Getting the GED involves having knowledge ... If the consumer can actually learn the knowledge by BOT ... Rather then taking four years to to learn to read ... And then get the knowledge ... Well you can see how this would help the learner meet their needs much quicker. 2)Its better to put money into getting the diagnostics rather then wasting time and money on teaching with approaches that do not work, or models that create large consumer drop out ..... SO it is economically better for programs and consumer to get this disagnostics done to help the get to the next place (college, employment, training) equiped with the documentation that would allow them to be successful there (through accommodations, assistive tech, etc.) Often, many of the English speaking learners coming in have track record of having a disability (special education) even if they don't know it. SO checking with the school is one place. IF they are on Welfare, the welfare programs have been told by the FEDs that they need to pay for LD assessments, VR has become harder all the time, and there are colleges of psychological that could help too. So ... If the adult literacy program took the lead in building a broad community effort, to get this stuff done, which include the private psychological community, schools and community colleges, Universities, job training programs, Unions, VR, ONE Stops, Welfare, and Community Mental health, just to name a few ... There could be a shared system developed to address this need ... BUT WHAT IS NEEDED IS LEADERSHIP and that could and should grow out of the adult literacy system. But as always with this stuff ...there is no easy answers and nothing comes quickly ... But the work needs to be started ... (or continued) Glenn Young 505 East Braddock Rd # 608 Alexandria VA 22314 703-684-1750 gyoungxlt@comcast.net -----Original Message----- From: nifl-ld@nifl.gov [mailto:nifl-ld@nifl.gov] On Behalf Of AWilder106@aol.com Sent: Wednesday, December 01, 2004 3:02 PM To: Multiple recipients of list Subject: [NIFL-LD:4541] RE: Dyslexia Dear Glenn, I believe you ae absolutely right about meeting the immediate needs of the learner. I have never heard someone express this, though. I am assuming, though I could be wrong, that the potential student coems to the program BECAUSE of a need; is this your understanding? Thanks for putting this issue in perspective. The difficulty with accommodations is that a diagnosis comes first, and not all programs can afford the diagnosis. Do you have any ideas for how to get out of this dilemma? Andrea
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