Thank you, Susan, for raising this issue.  Developmental education
specialists  have often asked for more information about learning
disabilities and teaching approaches.  Several states have now combined
their adult education and developmental education professional development
activities so faculty can share their experiences [they already share the
problems of mostly part-time staffing and underpayment!  :-) ] and begin to
think about a continuum of teaching and learning for students instead of
only thinking about distinct areas of instruction.  Standards for content
areas that move from one level to another would be a marvelous thing to
behold, but our current structure of education in the U.S. doesn't allow for
that very easily, and what counts as developmental education in one state
may be considered normal standards in another.  That works fine as long as
the person stays in that state and that region, but as Americans move from
one part of the country to another, they often find that what seemed to be a
reasonably good education in their hometown suddenly hasn't prepared them
for the challenges of the workplace in other areas where educational
standards are higher.  Sharing of information, development of standards that
describe what a person needs to be able to do for particular jobs and
professions (including basic things such as reading and writing and doing
math at a level of competency), and a sharing of good accommodations that
work would be helpful.
 
I attended TRLD about two years ago but found much of the information to be
around the K-12 population.  While many things cross over and are important
to know about, I agree that we need to build better support systems for
college faculty that can make use of the adult approaches to learning
disabilities and new technology.  The Kellogg Institute is one excellent way
to support this and I will contact Hunter Boylan.  (I went to Kellogg many
years ago...and then to a couple of the Advanced Kelloggs.)
 
My concern about developmental education is the lack of good studies to show
definite outcomes for all students who pay tuition to attend classes for
which they often receive no academic credit.  If students did not learn in
12 years of education, or in the GED program, enough to perform at the same
level as their classmates, what can we show that indicates being enrolled in
a developmental education program makes a difference and is worth the money
to the student (not just to the institution that makes money whether the
student is successful or not).  There are many ways to do this, but in my
experience I have seen little money for research in this area, few people
who have the time to do the research, and little in the way of long-term
studies.  I'd be interested (and I think people on this listserv would also
be interested) in hearing how you are measuring outcomes and reporting them
to your adminstration so you gain support for your program, and what is it
that you are doing to support students with learning disabilities so they
are successful?  
June Crawford

-----Original Message-----
From: learningdisabilities-bounces at nifl.gov
[mailto:learningdisabilities-bounces at nifl.gov]On Behalf Of Susan Jones
Sent: Tuesday, January 24, 2006 2:30 PM
To: learningdisabilities at nifl.gov
Subject: Re: [LearningDisabilities] Educational resources forsomeone
interested in a profession working with


  The entire discipline of "developmental education" for learning at the
college level is not "special ed" or psych, but  I've  seen (in
developmental education journals) ads for college programs in adult ed and
developmental education.  The non-LD issues (educational, cultural,
psychological) and some LD issues are addressed in journals and conferences;
I don't know if it's trickled down to the education programs.  There are
workshops and training and certifications (Kellogg INstitute for example) as
well.   The professionals in the field seem very receptive to information
about LD issues - I have been implored to bring back information from the
TRLD conference specifically to better address students with LD in our
developmental and higher level courses.  There is generally a resistance to
K-12 models.  
 
Parkland College is currently doing a major re-vamping of its academic
assistance to students at all levels in an effort to be less redundant and
more thorough (spend less time duplicating services and more time  making
sure we reach more students).  The recent efforts in my unit (Academic
Development Center, working with students in pre-100 level courses) have
been successful enough that the powers that be want to spread the success.
People working intensively and "intrusively" with students has been a
crucial element of our success.  
 
 
 
Susan Jones
Academic Development Specialist
Academic Development Center
Parkland College
Champaign, IL  61821
sujones at parkland.edu
Webmastress,
http://www.resourceroom.net
 

>>> robinschwarz1 at aol.com 01/23/06 4:15 PM >>>


Can anyone name a college, university or other program that focuses 
special ed or psychology or learning disabilities on adult learners? If 
we have learned ANYTHING in the last few years in adult education, it 
is that the models from K-12 do not work.
Adult learners are likely to have MANY causes for poor learning 
including learning disabilities, or maybe NOT including LD.   Adult 
educators working with struggling learners really need to have a very 
broad perspective on barriers to learning.  I , who work actively in 
the field helping adult educators with these issues, have never heard 
of a training program in a college or university that addresses that 
wide range of learning barriers in adult learners.   I would be happy 
to know of one.  Robin Schwarz

-----Original Message-----
From: Reed, Nancy <psynlr at langate.gsu.edu>
To: learningdisabilities at nifl.gov
Sent: Fri, 20 Jan 2006 11:53:25 -0500
Subject: Re: [LearningDisabilities] Educational resources for someone 
interested in a profession working with

Suggest that he go to
www.ahead.org
 
as one source of information.
 
He may also find useful information at the websites for the 
International Dyslexia Association and the Learning Disabilities 
Association.
 
There are degrees in Rehabilitation, counseling psych, learning 
disabilities, etc. at many universities.
 
Many disability services providers in colleges/universities, though, 
come from a wide range of backgrounds, some having nothing to do with 
disabilities (which is not necessarily a good thing.)
 
Nancy Reed
 

Nancy Larkin Reed, Ph.D., CCC-SLP,
Liaison/Consultant
Regents Center for Learning Disorders
Georgia State University 
P.O. Box 3995
Atlanta, GA 30303-3995
404/651-4662
nreed at gsu.edu
www.gsu.edu/rcld



>>> deedee at nnlc.org 01/19/06 4:27 PM >>>


I have a wonderful instructor that teaches our GED classes.  He  also
works with our students with disabilities. He approached me today 
asking
how I got involved with working with disabilities, especially with
adults with L.D.  He asked where or who offers degrees,
certificates..........in th field of learning disabilities and what
types of professions are out there related to  LD ....counseling,
psychology.......

I shared with him what I know, which is not much.  I was hoping others
could offer some input here.
He does a tremendous job here and it was exciting to have him  inquire
and show such an interest in working with individuals with learning
disabilities.
Thanks


--
Dee Dee Bossart,MS
Program Development Officer
Northern Nevada Literacy Council
775-356-1007
775-356-1009 Fax
deedee at nnlc.org


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