Hello all,

As we know, the issue of Learning Disability - as with all other types of 
disabilities - is common across every area of adult literacy.  Often, I have 
found very interesting discussions about LD appearing on other NIFL Discussion 
Lists.  For those of you that are not subscribed to other Lists, I wanted to 
share a discussion that is currently ongoing on the Professional Development List. 
 The first message by June Crawford is below, and the response by Janet 
Isserlis is above it.

Rochelle Kenyon, Moderator
National Institute for Literacy Learning Disabilities Discussion List
RKenyon721 at aol.com 


Subject: Striking a balance: field andfunder-driven needs
Date:2/17/2006 10:03:32 AM Eastern Standard Time
From:Janet_Isserlis at brown.edu
Reply To:professionaldevelopment at nifl.gov
To:professionaldevelopment at nifl.gov







June, Ira and all

This particular thread makes me mindful of the need to infuse (if I can 
use/abuse that word) awareness of a range of dis/abilities into what we do.   LD, 
certainly, is part of that, but also visual/auditory issues, as well as other 
forms of disability need to be part of our thinking/consideration in 
determining ranges of approaches for learning and teaching.  As a result of work that 
June and I  – and others on this list, I think – have been part of through the 
American Foundation for the Blind, for example, my workshops with teachers 
always include at least an acknowledgment of the fact that there may be learners 
for whom vision is limited or unavailable – and suggestions of alternative 
ways of conveying information for folks with little/no sight.  Ditto 
consideration of issues of trauma/learning.  I’m NOT suggesting that we all become ‘
experts’ in everything, or suddenly go to this that and the other workshop 
(although that’s one form of growing capacity) – but I AM thinking that we need to 
develop our capacity as fully as possible and also grow our local networks, so 
that if I can’t figure out what a learner needs, say, for visual help, at least 
I can know what and whom to ask – and not just assume that s/he needs the GED 
in Braille.  Or more time for a test.  Or  brighter lighting, or more subdued 
lighting...

This harkens back, too, to the conversation with Robin Schwarz on the Focus 
on Basics list – of not overwhelming practitioners with all their is to learn 
while also NOT saying, well, these low incidence issues can wait.  Nothing can 
wait.  So we do prioritize, but also need to maintain awareness of the need 
for awareness.

Janet Isserlis




From: <Jjc1945 at aol.com>
Reply-To: The Adult Literacy Professional Development Discussion List 
<professionaldevelopment at nifl.gov>
Date: Fri, 17 Feb 2006 07:29:06 EST
To: <professionaldevelopment at nifl.gov>
Subject: Re: [ProfessionalDevelopment] Striking a balance: field 
andfunder-driven needs

Ira,
In the workshops designed for the parent coordinators, does your staff also 
include information about learning disabilities?  Learning disabilities tend to 
appear in families. Parents often need to request services when they are 
needed, rather than wait for the school to recommend testing, and parents need to 
follow-up on things such as a new IEP or an updated diagnosis, so the child is 
eligible for accommodations on standardized exams (especially exams that are 
taken "outside" the school system such as the SAT or ACT) .  I am just 
wondering if you have also thought to include that topic, or if you would consider 
adding the information.  Information about IDEA and intensive instruction in 
reading could help parents be better advocates for their kids.
June Crawford 
 
Parents in your programs who exhibit the characteristics of adults with LD 
need to understand their own learning needs so they can better advocate for 
themselves and their children. 

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