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From: Aaron Kohring <akohring@utk.edu>
To: Multiple recipients of list <nifl-ld@literacy.nifl.gov>
Subject: [NIFL-LD:4669] Re: How best to approach student who seems
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Michele,
You might also find some useful guidance under the Assessment section of
the LINCS LD Special Collection: http://ldlink.coe.utk.edu/assessment.htm
It covers several areas from screening or diagnosis to disclosure &
confidentiality issues.
Aaron
At 06:27 PM 3/22/2005 -0500, you wrote:
>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
> > >
> > >
> > >
> > >
> > >
> > >
Aaron Kohring
Coordinator, LINCS Literacy & Learning Disabilities Special Collection
Center for Literacy Studies, University of Tennessee
EFF Center for Training and Technical Assistance
Phone:(865) 974-4109 main
(865) 974-4258 direct
Fax: (865) 974-3857
e-mail: akohring@utk.edu
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