I stated the issue in my response to Varshna-- what I am hearing from 
those at the community colleges where these stats come from is that 
students do not have the basic skills needed to do college-level 
classes---despite having a high school diploma.  How many have 
neurological impairments is a wide open question.  This is not an issue 
that seems to be high on the radar screen of those promoting high 
stakes testing.......

In all of these places, of course a high percentage are those with 
other language backgrounds or culture backgrounds or both.  New Mexico 
reported a drop out rate for "minority" students--those who are not 
white and anglo presumably-- of 64% for the 2003-2004 academic 
year--the national rate is around 61%  ----so if so many drop out and 
so many aren't prepared for college if the DO graduate, who is 
graduating and going to college????

Robin

-----Original Message-----
From: Glenn Young <gyoungxlt at comcast.net>
To: 'The Learning Disabilities Discussion List' 
<learningdisabilities at nifl.gov>
Sent: Sat, 18 Feb 2006 18:42:10 -0600
Subject: Re: [LearningDisabilities] accommodations, colleges, adult 
learning programs, etc...

OK Robin ... What are the issues?

Immigration or bad schooling in Texas or both, or other options such as 
high
levels of neurological impairments based on environmental issues?

What are the issues as you seem them?


Glenn Young
505 East Braddock Rd # 608
Alexandria VA 22314
703-684-1750
gyoungxlt at comcast.net


-----Original Message-----
From: learningdisabilities-bounces at nifl.gov
[mailto:learningdisabilities-bounces at nifl.gov] On Behalf Of
robinschwarz1 at aol.com
Sent: Saturday, February 18, 2006 5:53 PM
To: learningdisabilities at nifl.gov
Subject: Re: [LearningDisabilities] accommodations, colleges, adult 
learning
programs, etc...

The "developmental studies" population seems to be a monumental issue
in community colleges.   In Texas, I was told last week that 70% of
students coming to a community college in north east Texas had to go 
into
developmental courses; in one Houston area  cc it was 60%-- and of
at least that many in Albuquerque.   I think it is not hard to figure
out why this is so--the problem is how to help these students get at 
regular
college courses.......Robin

-----Original Message-----
From: Susan Jones <sujones at parkland.edu>
To: learningdisabilities at nifl.gov
Sent: Sat, 18 Feb 2006 17:09:50 -0600
Subject: [LearningDisabilities] accommodations, colleges, adult learning
programs, etc...

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
Webmastress,
http://www.resourceroom.net
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