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 j3KNrCG21851; Wed, 20 Apr 2005 19:53:12 -0400 (EDT) Date: Wed, 20 Apr 2005 19:53:12 -0400 (EDT) Message-Id: <410-220054320235213890@ix.netcom.com> 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: "Michele Anne Craig" <shellcraig@ix.netcom.com> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:4729] RE: Typology? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-type: text/plain; charset=US-ASCII X-Mailer: EarthLink MailBox 2005.1.57.0 (Windows) Status: O Content-Length: 870 Lines: 24 Andrea, This is a really interesting question to me because so often, I don't have a way to find out for sure what is going on with the student, so the disability can't be typified in a way that really uses any real data besides observation of the student working. But, I do find that many accomodations are the same for varying things -- putting fewer things on a page, using larger print, allowing time for students to work and communicate, recognizing frustration and addressing it, setting attainable goals, and modifying if things aren't working. I think I do start seeing repeated behaviors or learning styles, but so often I just think to myself --"Oh, this is like the way Susie learned." But I am really working blind most of the time because my students don't have a way to get assessed for LD. Michele Craig ABE/GED Teacher Woodland Adult School
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