<HTML><FONT FACE=arial,helvetica><HTML><BODY BGCOLOR="#80FFFF"><FONT COLOR="#000000" FACE="Optima" LANG="0" SIZE="3">Robin - <BR>
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In addressing impediments to learning, I was hoping that you might address what you have seen as some of the potentially underlying issues related to culturally and linguistically different (CLD) learners that struggle with learning to speak, read and write English. <BR>
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I know that you've seen the incidence studies of:<BR>
<BR>
• vision and auditory function weaknesses in the adult basic and literacy population <BR>
(about 48% have visual function weaknesses -- including participants that were screened with their glasses on -- and 38% have auditory function weaknesses that appear to be mostly due to lack of access to health care), and <BR>
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• the high incidence of visual stress syndrome - a neurological-based hypersensitivity to some of the colors in white light that is exacerbated with bright fluorescent overhead lighting, white paper with black text causing too glare, words moving, only being able to read only one word at a time, headaches, mental confusion, lack of comprehension, difficulties focusing on printed materials, etc. (effecting nearly 90% of adult basic and literacy education participants). <BR>
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How might these three key issues to accurately processing information be impacting CLD learners as they learn to speak, read, and write English? The adult basic and literacy population is alarmingly high. Do you think the incidence of these underlying issues might as high in CLD learners?<BR>
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Have you had any personal experiences with CLD learners with visual or auditory function and/or visual stress syndrome issues that you might previously have thought were LD or cultural issues?<BR>
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Laura Weisel<BR>
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</FONT><FONT COLOR="#000000" FACE="Optima" LANG="0" SIZE="2">Laura Weisel, Ph.D.,<BR>
Clinical Services<BR>
The TLP Group*<BR>
PO Box 21510<BR>
Columbus, OH 43221<BR>
614.850.8677<BR>
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