Great list--but most importantly we need an article on how to teach
students with learning disabilities or learning difficulties. A
diagnosis is dandy--it identifies the problem, but it doesn't help when
it comes to instruction. There are techniques (strategy instruction,
building metacognitive skills, identifying learning aids) that will help
in the classroom whether or not a student has a diagnosis.
Thanks!
Carole Scholl
Manager, Londer Learning Center
Portland, Oregon

-----Original Message-----
From: learningdisabilities-bounces at nifl.gov
[mailto:learningdisabilities-bounces at nifl.gov] On Behalf Of Barbara
Garner
Sent: Friday, May 18, 2007 1:57 PM
To: 'The Learning Disabilities Discussion List'; b.garner4 at verizon.net;
Glenn Young
Subject: [LearningDisabilities 1192] Re: Focus on Basics on learning
disabilities


That's a great list and gives me lots of ideas. Thanks for starting the
ball rolling, Glenn.

What other ideas do folks have?

I'm looking for recent research as well. What has anyone been reading in
academic journals? Barb Garner "Focus on Basics" =====================
From: Glenn Young <gyoungxlt at comcast.net>
Date: 2007/05/18 Fri PM 03:40:39 CDT
To: b.garner4 at verizon.net, 
	'The Learning Disabilities Discussion List'
<learningdisabilities at nifl.gov>
Subject: RE: [LearningDisabilities 1189] Focus on Basics on learning
disabilities


OK Barbara ... You asked for it ... And here it is

	Glenn Young's top ten list of needed articles  --- and unlike
Dave
Letterman... 	These are in no particular order ... Just my ideas

(and also thanks very much for doing this ...) 

And one last thing ... May not be necessary to say ... But I will
anyways ... Please make the writers and the reviews come from a very
diverse point of view and backgrounds ... That will help get a better
picture and address more persons views and needs ...)

OK -- Top 10 Suggestions for articles for the Focus on Basics and LD - a
few modest proposals?

1) Lies, Damnable lies and Statistics - What are the numbers and what do
the really mean?  -- An evaluation of NAAL's and how it reflects upon
the potential rates of LD in low level readers.

2) A new world order  -  Adopting a Universal Design model for the Adult
Basic education world (I would nominate the Washington state people, for
the practice end and someone Like the National Center for Work and
Disabilities) for the theory end ... Unless Washington wants to do both
...  

3) Que Passa? (Did I spell that right?) - Issues of LD and minority
languages ... The debate ... Have several people present their
research-based views on the what's what in this area, and provide a wide
range of opinion on how or if to address the subject

4) A more Feminist Perspective of LD - Elimination of Gender Bias in
identification of LD .... How to make sure females are better identified
and served

5) Is AHEAD Behind? - How to address the barriers obtaining LD services
in settings past Adult Education, such as college and GED, and the role
adult ED can play in addressing these barriers

6)Did Sam Orton have it right?  What is the real role of phonemic
awareness and phonics in adult basic education, and does the impact of
LD in the areas of phonemic awareness prevent basic literacy development
in adults?

7)Out the door without a paddle - What will the impact of changes in
IDEA (now IDEIA 2004) concerning documentation of LD for school exit,
impact adult basic education programs, and their efforts to improve
literacy skills (It appears that the fastest growing groups of persons
in Adult Ed is no longer ESL, but is now 16-21 year olds with a special
Ed background in states that are not doing well in their high stakes
testing) 

8) Visioning an Ideal System --- From the point of view of the LD world,
what would and ideal adult literacy system look like, and how can we
move towards that goal?

9) The "AAAHA moment" Group or the Short Bus Syndrome" Group  ---
addressing two different types of adults with LD in ABE and how to raise
the issues of LD with both groups (the two groups are those who learn as
adults for the first time they have LD (AAAHA) ... And those who were in
special ed in school and got treated badly (Short Bus) 

10) What the heck is it? - Sorting out definitions of LD, and what is
the most valid and needed in the world of adult basic education.

Of course I could add many more (about assistive technology, brain
research, class size, etc ... But I got to leave space for others and,
if Ten is good enough for Letterman, and a few other notables, I better
stop at ten)

Again ... Thanks very much for doing this project ...

Glenn Young
530 Auburn Ave.
Buffalo, New York 14222
Ph. and Fax 716-882-2842
Cell 703-864-3755
e-mail gyoungxlt at adelphia.net
 


-----Original Message-----
From: learningdisabilities-bounces at nifl.gov
[mailto:learningdisabilities-bounces at nifl.gov] On Behalf Of Barbara
Garner
Sent: Friday, May 18, 2007 11:29 AM
To: learningdisabilities at nifl.gov
Subject: [LearningDisabilities 1189] Focus on Basics on learning
disabilities

What articles would you like to see in the upcoming issue of Focus on
Basics, on LD? 
Do you have LD-related research (could be formal, academic type research
or teacher research or action research) to share? Have you as a teacher,
a program, or a state grappled with issues of LD and made significant
changes as a result? Can others learn from your experiences? I'm looking
for writers and for article ideas. Share your experiences on the list,
or contact me off list, at b.garner4 at verizon.net I look forward to
hearing from you, Regards, Barb Garner
----------------------------------------------------
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