This was originally a reply to a request for information about college programs to teach teachers in adult ed situations that Rochelle thought was mis-labeled on the topic line (re-reading it, I"m not sure it was - I was talking about degrees in 'developmental education'). 

It loosely ties with the ongoing discussion of how to marshall our efforts to change the infrastructures to improve opportunities for folks with learning disabilities.  

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 degree 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. 

My job description is that I work with students with learning disabilities or a history of learning difficulties, or words to that effect.  This means they don't need documentation to get my tutoring & academic support services.  Many of the faculty working in develomental level courses know they're dealing with students with LDs; like any other group of faculty they have varying degrees of understanding of accommodations.  This college and others also struggle with defining their roles in serving the needs of the folks who have major literacy needs.   There's room for some of the efforts you're talking about in shifting infrastructures.  We struggle with where to direct students who score too poorly on our placement tests to qualify for classes; other schools have open enrolment and these students are in the classes until the system grinds them back out. 
   At this level, technology makes some major evolution possible in the accommodation realm.  Things like SpeechQ/WordQ and Draft: Builder have a lot of potential and I'm curious to see whether there isn't some odd backlash (will teachers forbid the use of certain kinds of technology?). 
 

Susan Jones
Academic Development Specialist
Academic Development Center
Parkland College
Champaign, IL  61821
sujones at parkland.edu
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