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 j2N0McC16317; Tue, 22 Mar 2005 19:22:38 -0500 (EST) Date: Tue, 22 Mar 2005 19:22:38 -0500 (EST) Message-Id: <002801c52f30$0f4457c0$6600a8c0@nnlc.org> 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: "DeeDee" <deedee@nnlc.org> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:4664] Re: How best to approach student who seems to "blank out" for long periods X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2800.1409 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 6018 Lines: 168 Getting LD evaluations Here in Nevada I have spoke to the local state psychological association and educated them on our need for evaluations on a discounted rate or for pro bono We got two organizations that will do two pro bono evaluations for our adult students a year. Reaching out to the community can be a viable option to get support. One thing that I found is that most psychologist do not know how to do an LD evaluation. Another issue. Dee Dee Bossart,M.S. Program Development Officer 775-356-1007 775-356-1009 Fax deedee@nnlc.org ----- Original Message ----- From: "Michele Anne Craig" <shellcraig@ix.netcom.com> To: "Multiple recipients of list" <nifl-ld@literacy.nifl.gov> Sent: Tuesday, March 22, 2005 5:25 PM Subject: [NIFL-LD:4661] Re: How best to approach student who seems to "blank out" for long periods > Marilyn, > > I am very familiar with the accomodations forms, but we do not have an LD > specialist at our site. I feel that by default, I am considered the LD > specialist or at least act as the screening process. . We do not have money > for testing for students who are not identified. So far the best I can do > is to have them enroll at the local community college and be tested there > (for free). There, they do have an LD specialist who discusses > accomodations. > > When I asked the other teachers at our site how they had worked with him, > they rolled their eyes, and said "That guy is wierd." To me, this doesn't > get anyone anywhere. It makes the student into something "other" and kind > of writes him off as not being capable of learning. > > So I guess I am asking is there a way to approach this delicate subject > when you don't have a formal screening process? And what accomodations have > the rest of you used for a student who has attention lapses? If money for > LD assessment isn't available, or the student doesn't have insurance for a > neurological assessment (which I think might be more appropriate) how do > you go about getting these things for your students? > > I have had no luck with the department of rehabilitiation, and the local > university that has an MA in LD doesn't return my emails. > > Michele Craig > Woodland Adult School > > > > [Original Message] > > From: Marilynn Abrahamson <marilynn@whidbey.net> > > To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> > > Date: 3/21/2005 5:59:58 PM > > Subject: [NIFL-LD:4653] Re: How best to approach student who seems to > "blank out" for long periods > > > > Hi, Michele, > > Do you have a "learning needs specialist" in your Ad. Ed. Dept., that you > > can have come in and do an oral interview with him to start the process of > > determining the exact nature of his learning needs? We have LD > specialists > > on our staff who have been trained in identifying indicators of learning > > disabilities. They will work with the student to develop effective > learning > > strategies and with the instructors to apply appropriate teaching > > strategies. A learning needs specialist also can start the process so the > > student can apply for accommodations for taking the GED tests. We have > > learned that as GED instructors, even with a minimal amount of LD > training, > > that we still need experts who have been formally trained in LDs to come > in > > and assist us with students with the learning difficulties you described. > > In addition, I would recommend that you contact your GED testing center to > > familiarize yourself with the L-15 application for accommodations on the > GED > > test. > > Marilynn > > > > > > ----- Original Message ----- > > From: "Michele Anne Craig" <shellcraig@ix.netcom.com> > > To: "Multiple recipients of list" <nifl-ld@literacy.nifl.gov> > > Sent: Monday, March 21, 2005 5:15 PM > > Subject: [NIFL-LD:4652] How best to approach student who seems to "blank > > out" for long periods > > > > > > > Dear List, > > > > > > Last night I had a student join my class who has passed through the > hands > > > of many other teachers at our site. He took three nights to take the > > CASAs, > > > but his scores were pretty good (in the 240's for reading and 230's for > > > math). He has tried to take the GED and failed. As I spoke with him and > > > watched him work, it almost seemed as if he was having petit mal > seizures. > > > I would ask him a question and his eyes would glaze over and he wouldn't > > > respond for several minutes. When he did respond, it was obvious he was > > > just taking up where he left off, but didn't seem cognizant of the fact > > > that time had elapsed. When he read, it took him about 10 minutes to > read > > a > > > very easy paragraph, but when he finished it, he had good recollection > of > > > what he had read, he was just painfully slow. He showed me his HS > > > transcript (from Mexico) and he had received very good high school > grades > > > in courses like philosophy and physics.So while second language > > acquisition > > > is an issue, something else is going on. I was beginning to wonder if > he > > > had an accident or something that affected his brain, but I don't really > > > know how to bring this up. His behavior is also similar to some of the > > > students I have worked with who have schizophrenia. > > > > > > I am thinking about telling him that I noticed that sometimes he takes a > > > long time to answer a question or to read a passage and has that always > > > been the case? But....I don't want to turn him off or embarrass him. On > > the > > > other hand, he has been bumped from school to school and teacher to > > > teacher. He told me he really wants to work on his reading skills. > > > > > > Has anyone worked with students like this or do you have any > suggestions? > > I > > > really want to help him pass his GED, but I am at a loss. If it is going > > to > > > take him so long to process information, I feel like it would be useful > > for > > > me to know why so I can help. > > > > > > Michele > > > > > > > > > > > > > > > > > > > > > > >
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