Amen, Tom.

Anne Ventrello, Program Coordinator
Montrose Adult Basic Education Program
P. O. Box 10,000
Montrose, CO  81402
970-249-2028
aventrello at mcsd.k12.co.us
 
-----Original Message-----
From: learningdisabilities-bounces at nifl.gov
[mailto:learningdisabilities-bounces at nifl.gov] On Behalf Of Woods
Sent: Wednesday, April 02, 2008 7:58 PM
To: The Learning Disabilities Discussion List
Subject: [LearningDisabilities 1913] Re: LearningDisabilities Digest,
Vol 31, Issue 1

As I read the many responses to this question I must say I am a little 
surprised and disappointed. I read about certain laws and jurisdictions;

I read about the need for documentation; I read about formal requests. 
The sense that I get is, oh yes. We do accommodate, but only when it is 
deserved.

I should think that a teacher who works closely with any student would 
automatically assess the student's individual needs and preferences in 
order to accommodate, to build on the student's strengths, and to cope 
with his or her difficulties. Whether or not there is a disability, 
whether or not there is a request or documentation should be irrelevant.

The goal should be to do what is necessary to help the student learn. 
Period.

I am surprised because the adult ed programs I know about have a 
tradition of not closing the doors to anyone, no matter what 
difficulties they may have had in the past. I am disappointed that no 
one here has indicated recognition that  it is immaterial whether or not

there is a disability. We do what we have to in order to help the 
student succeed. We do what is necessary to ensure the student has 
access to our program. In my teaching, I would not be doing my job if it

were otherwise. Please tell me that you didn't say this in your remarks 
because you accommodate so naturally and fluently that it didn't occur 
to you that you do it even without putting the student through the 
documentation gauntlet.

Think of all the time and energy that is wasted chasing after proof 
there is something "wrong" with the student. If we could take that 
effort and put it into more individualized instruction, think of how 
much farther ahead we would be.

There are some educational models that do not seem to be able to 
individualize or accommodate to individual needs. A cookie-cutter 
approach to teaching, a rigidly defined time period with beginnings and 
endings to instruction, a yardstick measuring "success" in terms of 
standards and standardized tests are the breeding grounds of educational

disabilities for it is there that differences become disabling. It is 
there that accommodations become nearly impossible. I hope there are not

many adult education programs like that.

Sorry this turned into something of a rant.
Tom Woods, Community High School of Vermont