We began our project asking the question "What is a learning
disability?"  This changed to "How do we help Adult Basic Education
students with learning disabilities - particularly those students who
need documentation to get GED accommodations?"  By year three it was,
"What are good screening tools, strategies and interventions to use with
at-risk students?"  And most recently, "How do we help teachers provide
instruction in ways that benefit all students - particularly those at
risk?"  

 

We use the model of an upside down triangle which was developed by our
partners at Renton Technical Community College - the ones who have the
Dept. of Ed. UDL grant.

 

UNIVERSAL DESIGN INSTRUCTION

 

 

At Risk Students Screening And

Interventions

 

 

 

LD Assessment

 

 

We think this model reaches the most students and has sound educational
philosophy.  We have learned that training administrators of the
programs is the first critical step.  This is where we need the buy in.
We train teachers and administrators simultaneously. Teachers who have
been involved in our trainings across the state remark that these
trainings have been the best professional development opportunities
available.  With the support of administrators, teachers are able to
move forward in working with students.  As Judy mentioned in the prior
e-mail, the heart of this effort has been the Individual Interview as
this is where a student feels listened to and has a chance to talk about
what they know about and need in their learning.  We have a Guidebook
available of our process for anyone who would like to request it
electronically.

 

The LD Specialist or Learning Specialist role has also been evolving.
Most programs were so sure that what they needed was someone to test all
their students and document the disability.  This testing and
documentation role seems to be needed even more at the community
college/credit end.  With our adult basic education students, if GED
Accommodations are needed, we can usually get extra time or the use of a
calculator through other medical, co-morbid conditions.  This allows the
time of a learning specialist to be spent in meeting with more students
to discuss strategies and referrals as well as providing more training
to teachers. LD Specialists in California Community Colleges have
developed this position so well and have been quite supportive of our
efforts in Washington State.

 

The Renton UDL Project has been a powerful presence in our state in
teaching us all about universal design for learning and technology.
Tomorrow, Jimmie Smith, LD Specialist, will be available for further
questions on this subject.  She brings together counseling skills,
testing skills, and a working knowledge of both the LD Project and the
UDL Grant. 

 

 

 

Candyce Engquist Rennegarbe <mailto:crennegarbe at tacomacc.edu> 

Learning Specialist

Tacoma Community College <http://www.tacomacc.edu/> 

6501 S. 19th St. - Bldg. 9

Tacoma,  WA 98466 

(253)  566-5055

Fax:  (253)  566-6070

crennegarbe at tacomacc.edu 

 

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