Hello,
 
I am pleased with how this discussion has progressed.  Below is  Evelyn 
Brown's response to Tom Woods'  message.
 
Rochelle
 
 
Rochelle Kenyon
Moderator, NIFL/LINCS Learning Disabilities  Discussion List
Center for Literacy Studies at the University of  Tennessee
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Tom,
You are so right on target with many  of your comments but(you knew there 
would be a but) because of the systems we  work in and the (unreasonable?) fear 
that someone may get an advantage, many are  not allowed to offer some things 
(accommodation/adjustments) that are very  obvious to teachers who work with 
students who may have disabilities.   
The education models you describe are "traditional" and tradition is very  
difficult to change.  This results on frustration for  students.

Evelyn Brown
Academic Development Specialist
Parkland  College
2400 West Bradley
Champaign, IL 61821
217.351.2587 
_ebrown at parkland.edu_ (mailto:ebrown at parkland.edu)  




Tom Woods _woodsnh at isp.com_ (mailto:woodsnh at isp.com)   4/2/2008 8:57 PM
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





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