Thanks, Sam -

The resiliency of these people is amazing. They must first have the  
courage to admit they cannot read, then the ability to explain how  
they cannot function, then the determination to accept the teaching  
they need. In the meantime, they must cope with a world that is  
rapidly running away from them. After all, if you cannot read, how  
can you use an ATM, buy an airline ticket, manage a multitude of  
tasks increasingly to be done online?

My concern is how to make my teaching efficient enough to start the  
"catching up" process. With the reductions in federal and state  
support programs, time is even more at a premium.

Laurie Anson


On Feb 23, 2006, at 12:55 PM, Samuel McGraw III wrote:


> Laurie,

>

> Bear with me and think this throu...

>

> People usually are not as bad-off "as we" think they are...

> Your student has access to help...she has you...and other resources  

> she can leverage...

> She needs to have a "PATH" developed...a long-term plan of who,  

> how, when, and where she will be supported (with idea that she is  

> every-reaching to support herself)

> Leverage her qualities and skills to the hilt...

>

> and remember - there are people with "PhD's" that are much worse  

> off then she will every be...

>

> I have students that are 70 years old - that have the same story  

> from the day they were born...yet they are happy, healthy, and safe  

> because "we" recognized that their "unique" disability is the  

> "ability" of the word

>

> Sam McGraw

> Seattle Goodwill

>

>

>

> -----Original Message-----

> From: learningdisabilities-bounces at nifl.gov

> [mailto:learningdisabilities-bounces at nifl.gov]On Behalf Of Laurie  

> Anson

> Sent: Thursday, February 23, 2006 5:57 AM

> To: learningdisabilities at nifl.gov

> Subject: [LearningDisabilities] Practicalities

>

>

> Hello all -

>

> I have been following the recent discussions with much interest and -

> a letdown feeling. This is all very interesting and inspiring and

> educational - and doesn't give me any help at all with the adult I am

> tutoring. I have one of many adults who were pushed through school

> with the end result of ~ 2nd grade reading level and some uncertainty

> about how to count (no skill at all in basic math facts.) So what do

> I do with an adult with a) learning disabilities of an unspecified

> sort I am unable to learn because she doesn't know and no records are

> available to us and b) brain trauma from physical abuse as a child

> and c) a life with a wonderful guardian who is increasingly frail and

> worried about her future ability to survive?

>

> I go with the practicalities of the moment, provide the immediate

> needs and model correct social behavior. I search unceasingly for

> any, ANY information that might help me with this one unique person.

> My mentors are not those academically trained in LD. My husband has

> been intensely involved in Assistive Technology for many years now.

> There is much to read out there about LD and yet - none of it is any

> help for this one person. Our literacy program cannot evaluate each

> student, so each tutor must grope for ways to reach these people.

>

> And that is what it comes down to - the individuals who desperately

> want to learn and don't have the resources to help them. Not to

> mention the tutors who desperately want to teach and can find few

> resources to help them!

>

> Any suggestions?

>

> Laurie

> ----------------------------------------------------

> National Institute for Literacy

> Learning Disabilities mailing list

> LearningDisabilities at nifl.gov

> To unsubscribe or change your subscription settings, please go to  

> http://www.nifl.gov/mailman/listinfo/learningdisabilities

> ----------------------------------------------------

> National Institute for Literacy

> Learning Disabilities mailing list

> LearningDisabilities at nifl.gov

> To unsubscribe or change your subscription settings, please go to  

> http://www.nifl.gov/mailman/listinfo/learningdisabilities