Glen,
I have several questions for you.  About a week ago you said:


>And unless the person with LD can be trained to both understand that basic

>fact, and are trained to ask for the accommodation when needed, and trained

>to understand that it is their right under the law, to have these

>accommodations .... We can simply forget the whole idea of transition for

>everyone with LD, but especially the 95% of those with LD not headed to

>college .... (And sending the message that accommodations is something that

>should be used only after all else had failed ... Is not preparing the

>person with the right message)

>

>We got one big card in our favor, outside of high school, ... Lets use it

>... Or else ,,, all of us with LD are just some other people who seem odd

>and are not qualified for most jobs ... (because without the use of

>accommodations, we won't be able to do many jobs we could do with

>accommodation ... This statement is one based in the basic understanding of

what is a disability)

For adults with LD/reading disabilities, you are saying that the 
trump card is to ask for accommodations.  What accommodations can 
adults working in low skilled jobs ask for?  Because most adults with 
LD don't have the formal diagnosis and don't want anyone to know they 
have a reading problem, how do you suggest they have their awareness 
raised about how to advocate for themselves?

How can the adult basic education community make employers, workforce 
development and voc rehab systems recognize that accommodations make 
economic sense?  These are employees who can be far more productive 
WITH accommodations and/or with training that is hands-on instead of 
manual-based.

Most adults enrolled in the Drake University Adult Literacy Center 
are employed or were before they retired.  Many could not get the job 
they are doing now if they were just entering the workforce because 
of new literacy requirements/barriers.  Several recently-enrolled 
students are college graduates or have attended some college but 
whose inadequate writing skills are putting their jobs at risk.  They 
can do the job; they just struggle with the reading/writing 
requirements.  Employers are not sympathetic to these issues.
Anne
-- 
Anne Murr, M.S., Coordinator
Drake University Adult Literacy Center
School of Education
3206 University Ave.
Des Moines, IA 50311
anne.murr at drake.edu
   Tel    515-271-3982
   Fax   515-271-4544

The mission of the Drake University Adult Literacy Center is to 
improve literacy, resulting in enhanced self-esteem, daily living and 
lifelong learning.