Good points, Lucille.  I think you have hit the nail on the head. My opinion is that it is some of both those issues you mention - other agendas and ignorance as to the effectiveness of direct, sequential, and multisensory instruction.  As you say, "Never give up!"  Hopefully someday intensive training in LD strategies and the O-G approach will be part of training for our adult education teachers and literacy tutors.  

Betsy S. Gauss
Tutor trainer and certified O-G trainer
Lake Wales Literacy Council
140 E. Park Ave.
Lake Wales, FL 33898
bsg36 at comcast.net  (personal e-mail)



  ----- Original Message ----- 
  From: Lucille Cuttler 
  To: The Learning Disabilities Discussion List 
  Sent: Monday, February 04, 2008 10:43 PM
  Subject: [LearningDisabilities 1701] Re: Testing for LD


  Thank you, Betsy!  Wonderful suggestions.  It's not for lack of examples or of publications that literacy providers flounder, seeking solutions.   Could it be that the administrators have other agendas?  Or are they simply ignorant of what you and I know, from practice and experience, to be effective methods?   But let's never give up. 

  Meanwhile, my hope is that there will be providers that read your suggestions and get the training that will so effectively help those desperate for instruction.  

  Lucille   
    -----Original Message-----
    From: learningdisabilities-bounces at nifl.gov [mailto:learningdisabilities-bounces at nifl.gov]On Behalf Of Betsy
    Sent: Saturday, February 02, 2008 4:58 AM
    To: The Learning Disabilities Discussion List
    Subject: [LearningDisabilities 1697] Re: Testing for LD


    Lucille, I am a certified Orton-Gillingham tutor trainer and will do comprehensive training. (I conducted a training in Lake Wales during the summer of 2007. ) Ideally it should involve 30 hours minimum of classroom experience, plus a practicum.  I find that tutors/teachers don't REALLY internalize and become adept in teaching the structure, sequence and approach until they have practiced it in a supervised practice teaching venue.   

    I highly recommend three resources if you are looking for books to help you learn the approach:

       1.  "Multisensory Teaching of Basic Language Skills" by Suzanne 
             Carreker & Judith R. Birsh  plus the "Activity Book"  
             ISBN# 1-55766-676-8 and 1-55766-723-3.  
             Both can be purchased for $84.95 at the website below.
       2.  "Unlocking Literacy, Effective Decoding and Spelling Instruction" 
            by Marcia Henry.  ISBN: 1-55766-664-4.  $32.95 at the website 
            below. 
                     www.brookespublishing.com/store/books/birsh-6768/index.htm - 24k 

       3.  "The Orton-Gillingham Manual", unabridged. By Anna Gillingham 
              and Bessie W. Stillman. $74.75  Website:  www.epsbooks.com 

    Let me know if you have any questions. 

    Betsy S. Gauss
    Tutor trainer and certified O-G trainer
    Lake Wales Literacy Council
    140 E. Park Ave.
    Lake Wales, FL 33898
    bsg36 at comcast.net  (personal e-mail)



     
      ----- Original Message ----- 
      From: Lucille Cuttler 
      To: The Learning Disabilities Discussion List 
      Sent: Thursday, January 31, 2008 3:03 PM
      Subject: [LearningDisabilities 1692] Re: Testing for LD


      Another hooray!  For saying the truth - schools don't want to pay for special education when the problem is illiteracy.   


      Clearly explicit direct instruction, using multisensory techniques, as recommended by scientific research, could help all adult learners seeking help.  Are there any programs out there now doing this for the adult learner, in a comprehensive structured training for the tutors?  

      Lucille Cuttler   


        -----Original Message-----
        From: learningdisabilities-bounces at nifl.gov [mailto:learningdisabilities-bounces at nifl.gov]On Behalf Of Katherine
        Sent: Wednesday, January 30, 2008 8:57 AM
        To: The Learning Disabilities Discussion List
        Subject: [LearningDisabilities 1687] Re: Testing for LD


        I don't think we have to "beat the bushes" very much to locate students with LD, considering the stats.  EDUCATORS should know that many adult learners come to school having LD.  These people just didn't want to pay.  I've worked for folks like that.  Quite distasteful.

        Katherine Mercurio Gotthardt
        www.luxuriouschoices.net 
          ----- Original Message ----- 
          From: robinschwarz1 at aol.com 
          To: learningdisabilities at nifl.gov 
          Sent: Tuesday, January 29, 2008 9:38 PM
          Subject: [LearningDisabilities 1686] Re: Testing for LD


          Wow, Idris, that is TERRIFIC-- when I did a very similar thing at the university where I worked-- identifying ESOL learners who appeared to have LD and who had been admitted to the university, often sponsored by their countries, I was similarly successful in helping students get accommodations who otherwise would have failed out of school. However, rather than seeing it as a successful effort,  I was accused of beating the bushes for persons with LD!!  The university was not  happy to have to accommodate them.    I am happy for you and the students that your school did not similarly protest your helping those who did not self identify but who so richly deserved the help your project offered them.    

          Robin Lovrien Schwarz 





          -----Original Message-----
          From: Idris Muhammad <MUHAMMI at dbcc.edu>
          To: Learningdisabilities at nifl.gov
          Sent: Tue, 29 Jan 2008 2:05 pm
          Subject: [LearningDisabilities 1685] Testing for LD


          Hello Rochelle,

          I forgot to tell you about what we do here at Daytona Beach College (DBC).  About six years ago, I petitioned DBC's Planning Council to fund a trial program to test students that are (1) "good students" that exhibit characteristics of learning disabilities, (2) but who were never tested or diagnosed for LDs, (3) who demonstrate a financial need for test assistance, and (4) who are recommended by instructors that have first-hand knowledge of their learning problems.  The strategy that I used was to challenge the College's goal of ensuring student success.  I argued that if DBC’s open door policy ensured easy access to the college and its programs and services, then the college was honor-bound to ensure that it students achieved success in those programs and services.  I also argued that as an open door institution, DBC as well as other community colleges would attract a disparately greater numbers of students with undiagnosed learning disabilities, than other postsecondary institutions.  Through the Planning Council, the College put $15,000 non-recurring funds in the budget for Student Disability Services (SDS) to use to test students on a trial basis.  The first year was a resounding success and SDS was able to provide several previously undiagnosed students with reasonable accommodations and or concentrated academic/career advisement and support.  Due to the success we achieved in testing students, I petitioned the Planning Council the following year to increase the funding for LD testing and to fund the program with recurring funds.  Currently, SDS receives $24,500 in recurring funds to continue testing students, with or without disabilities

          Respectfully yours,

          Idris A. Muhammad, Director
          Student Disability Services
          (386) 506-3076
          muhammi at dbcc.edu






          Respectfully yours,

          Idris A. Muhammad, Director
          Student Disability Services
          (386) 506-3076
          muhammi at dbcc.edu

----------------------------------------------------
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
Email delivered to robinschwarz1 at aol.com

----------------------------------------------------------------------
          More new features than ever. Check out the new AOL Mail!



----------------------------------------------------------------------


          ----------------------------------------------------
          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
          Email delivered to kgotthardt at comcast.net


--------------------------------------------------------------------------


      ----------------------------------------------------
      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
      Email delivered to bsg36 at comcast.net


------------------------------------------------------------------------------


  ----------------------------------------------------
  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
  Email delivered to bsg36 at comcast.net
-------------- next part --------------
An HTML attachment was scrubbed...
URL: http://www.nifl.gov/pipermail/learningdisabilities/attachments/20080206/f4ba7764/attachment.html