I too, would be interested in all of these things. I teach an ROP class to
at risk kids, most of my students need their GED still and are in my
classroom for that reason.  So many of my students are unmotivated to learn.
I used to work with juveniles in a placement and they were far more
motivated than my students. I know many of my students have LD but I have
found no way of getting them help.

I keep working with my students trying to offer them many different ways to
learn. Many of them get bored with the computer program that they work at
for their GED skills so I break it up and work with them at a table going
through each subject. But still at times I feel like I am just banging my
head against the wall. They get so easily discouraged or begin to think they
can't do it. I haven't and won't give up on any of them but many of them
just quit and settle for a dead end job. It can be discouraging at times. I
tell myself that maybe they just aren't ready for it right now. But just the
same it can be discouraging. I am open for ANY and ALL advice for them.

gloria

On 9/22/06, Crawford, June <jcrawford at nifl.gov> wrote:

>

>  Many people who work in correctional education report a high incidence of

> learning disabilities, a previous experience in special education

> classrooms, and a lack of appropriate instruction for those who require

> teaching techniques that are appropriate for the learner. My own research in

> corrections indicated a high, high percentage of the inmates in the

> correctional education programs either had been diagnosed in earlier schools

> or exhibited many characteristics of those with learning disabilities...and

> not just dyslexia.

>

> May I ask what screening or diagnosis is being done in the correctional

> system in which Gina works?  What accommodations are provided for those with

> a history of LD?  Is there a process to follow in the system for those who

> exhibit the characteristics of learning disabilities?  Are the teachers in

> the system trained in teaching techniques that benefit students with LD?

> Sometimes it is not a matter of motivation, but a matter of being in an

> appropriate system, and the assessment of student needs for learning must go

> beyond a TABE or CASAS score and include the diagnosis of other things that

> may be interfering.

>

> I'd be interested in hearing about procedures that are followed in these

> situations.

> June Crawford

>

> -----Original Message-----

> *From:* specialtopics-bounces at nifl.gov [mailto:

> specialtopics-bounces at nifl.gov]*On Behalf Of *Ann Burruss

> *Sent:* Friday, September 22, 2006 4:24 AM

> *To:* specialtopics at nifl.gov

> *Subject:* [SpecialTopics 232] Re: Posting your questions

>

> Gina,

> I, too, work with unmotivated ABE students.  I believe that the key is

> showing how any amount of education is going to improve their lot in life;

> i.e., better job, family stability, etc.  Too often we cannot demonstrate

> that what we are asking is going to make a difference in life outside the

> institution.  Until we can integrate those skills with the hope and

> suitability of employment, think we are spinning our wheels.

> Have you tried the Workkeys Assessments?  At least that steers you and the

> inmate in the direction of learning what's appropriate and needed for a job.

>

> ----- Original Message -----

> *From:* Lobaccaro Gina (DOC) <Gina.Lobaccaro at state.de.us>

> *To:* specialtopics at nifl.gov

> *Sent:* Monday, September 18, 2006 8:39 PM

> *Subject:* [SpecialTopics 206] Re: Posting your questions

>

> Hello All,

> I am Gina Lobaccaro the Media & Technology Specialist at Sussex

> Correctional Institution in Georgetown Delaware.  I work for the Delaware

> Department of Education Prison Education program.. I have corresponded with

> David and Bill, and I have met Steve at a couple of conferences.

> I am asking if there is any research or a need for research in the area of

> motivation for low level ABE learners in correctional settings.  We have so

> many inmate/students who come to class but make little or no progress over

> and extended time.  They appear to be coming to get off the tiers or to

> receive "good time".  In truth, they do not receive much "good time" for

> education.  Our education program is a classified program.  If a student

> does not have  GED or HS diploma they must attend school.  We have a long

> waiting list for the low level ABE students, but we also have students

> sitting in classes who appear to me totally unmotivated to improve their

> academic skills.

> Do you or the other list serve members have suggestions for motivating ABE

> low level learners in CE settings?

> Gina

>

> ________________________________

>

> From: specialtopics-bounces at nifl.gov on behalf of David Rosen

> Sent: Mon 9/18/2006 7:38 PM

> To: specialtopics at nifl.gov

> Subject: [SpecialTopics 204] Posting your questions

>

>

>

> Colleagues,

>

> Please post your questions and comments for our guests as soon as you

> are ready.  (Now would be good.) You can ask general questions like

> "What do we know about the transition from a prison or jail education

> program to a community education program?" or "What does family

> literacy mean in a prison setting?" Or you can ask specific questions

> like "How does a prison family literacy program affect children's

> reading skills?"  Some people have joined the discussion to be

> introduced to the topic; others are experts in this area.  All

> questions are welcome.

>

> Send your questions to:

>

> specialtopics at nifl.gov

>

> David J. Rosen

> Special Topics Discussion Moderator

> djrosen at comcast.net

>

>

>

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

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>

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>



-- 
Gloria Fuentes
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