Go to http://www.coabeconference.org/preconference_workshops.html


>Today's Topics:

>

>    1. [LearningDisabilities 1947] Re: [Possible SPAM] Preview -

>       NAASLN	Sessions at COABE (Hayden, Geraldine M.)

>    2. [LearningDisabilities 1948] Re: Seminal resources in the

>       field	ofLearning Disabilities (Kohring, Aaron M)

>

>

>----------------------------------------------------------------------

>

>Message: 1

>Date: Tue, 15 Apr 2008 15:02:31 -0400

>From: "Hayden, Geraldine M." <Geraldine.Hayden at vadoc.virginia.gov>

>Subject: [LearningDisabilities 1947] Re: [Possible SPAM] Preview -

>	NAASLN	Sessions at COABE

>To: "The Learning Disabilities Discussion List"

>	<learningdisabilities at nifl.gov>

>

>How do I sign up for the sessions?

>

>________________________________

>

>

>Greetings ListServ Readers!

>

>The National Association for Adults with Special Learning Needs is

>pleased to announce another great NAASLN Track at COABE '08.  

>

>All participants at NAASLN's sessions will be offered an introductory

>NAASLN membership at no cost!

>

>The listing of this years' sessions include:

>

>Special Learning Needs:  Incidence and Implications for Building

>Persistence

>Part A & B

>Laura Weisel, Ph.D.,  Clinical Director, The TLP Group

>Barbara Arguedas, Director, Santa Fe Community College, NM

>Susan Geary, Instructor, Santa Fe Community College, NM

>Karen Hibbert, Director of Education, West Central Community

>Corrections,  OH

>Margaret Girkins, Director of ABE, Flathead Valley Community College, MT

>                 

>Tuesday, April 29

>Part A - 9:30-10:30 am

>Part B - 11:00 - Noon

>As highlighted in the Spring 2008 KET Quarterly, the incidence of

>special learning needs in the adult basic and literacy population is

>astonishingly high!  This comes to no surprise to instructors, but what

>does it mean if these needs go unmet?  

>

>In Part A - The 3 Year Incidence of Special Learning Needs Study in ABE

>will be presented. What does this data mean for your program and your

>services?  What are programs doing to identify and address the key

>challenges to persistence, learning gains, and successful transitions?

>

>In Part B -  Administrators and instructors will enter into a dialogue

>with participants about what they are doing to address  special needs.

>Programs identifying and addressing these needs have, in controlled

>studies, demonstrated over 200% increases in persistence and 67%

>increases in post-testing.   

>

>Join this two part session to get the facts straight about the

>underlying learning issues of ABE students and discuss the systemic

>shifts that have empowered and enabled learners to overcome learning

>challenges and show dramatic learning gains.

>          

>

>Screening ESOL Learners for Special Learning Needs: An Open Dialogue

>Laura Weisel, Ph.D., Facilitator of Dialogue

>Tuesday, 2:15-3:15pm

>

>If the incidence of special learning needs is so very high in the

>general adult basic and literacy population, what might the incidence be

>the special learning needs of ESOL students? 

>

>Join this open dialogue session to 1). Discuss the issues in screening

>ESOL students for special learning needs, 2).  Share what you and your

>program are doing to identify ESOL students that have learning

>challenges, and 3).  Identify how ESOL students with special learning

>needs can be more successful academically and better able to transition

>into job training  or post secondary programs.

>

>

>Leveling the Playing Field with Adaptations and Accommodations: 

>Making the GED Work for Special Need Students!

>Connie Leading, GED Accommodations Specialist, OH Department of

>Education

>Mario Payne, GED-TS, Washington DC

>Tuesday, 3:45-4:45pm

>

>Adults with special learning needs taking the GED fall into two

>categories: (1) adults with documented ADA disabilities who require

>accommodations such as extended time, supervised breaks, scribes, and

>audiocassettes and (2) adults, for whom teachers have identified

>learning needs requiring adaptations or modifications such as

>magnifiers, colored overlays, straight edges, rooms without fluorescent

>lighting, etc. These later adaptations do not require prior approval by

>the GED State offices. Both of these areas will be discussed in the

>presentation.

>

>

>The ADA and Adult Education

>Bevan Gibson, Director of Professional Development, Southern IL

>University

>Wednesday, 9:30-10:30am

>

>The Americans with Disabilities Act of 1990 has several implications for

>adult education.  The Illinois Community College Board and the Illinois

>Adult Education Service Center Network have been working with programs

>in Illinois to bring them into compliance with the ADA.  Come see what

>Illinois has been doing and how you might be able to use the information

>for your state's ADA compliance issues.

>

>

>Serving Offenders with Special Learning Needs:

>A Look at the Problem and New Solutions

>Alan Toops,  Executive Director,  The Ohio Literacy Network

>Wednesday, 11:00-Noon

>

>Many states are currently implementing holistic diagnostic screening for

>special learning needs in correction education programs. The findings of

>offenders' special needs appeared in the Corrections edition of NCSALL's

>Focus on Basics.   This session offers new data profiling the special

>learning needs of offenders, discuss how education and others services

>are being re-designed based upon these needs, and implications for

>corrections education systemic improvements are happening at both the

>system and direct service levels. 

>

>

>Undetected and Undiagnosed Vision Problems -

>Obstructions to Literacy and Successful Transition to the Workforce

>Joan Hudson-Miller, Library Reproduction Service, CA

>Wednesday, 2:15-3:15pm

>

>The percentage of adult learners who are struggling to succeed because

>of undetected and undiagnosed vision problems is extremely high. Become

>more familiar with the wide range of mild to severe perceptual problems

>and impairments, learn some practical screening procedures. and acquire

>a list of referral resources for evaluation, diagnosis and treatment.

>

>

>Structured Learning for the Unstructured    

>Thursday, 9:45-10:45am

>Richard Cooper, Ph.D., Center for Alternative Learning

>

>Many students who have learning or attention problems manifest poor

>organizational skills and to lack structure.  This presentation will

>provide participants with techniques to help learners to improve their

>reading, writing and spelling skills.  Participants will receive

>handouts that they can use with their students to structure the learning

>of language.

>


-- 
Anne Murr, M.S., Coordinator & NAASLN Board Member
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 ADULT LITERACY CENTER IS TO IMPROVE LITERACY,
   resulting in enhanced self-esteem, daily living, and lifelong learning.