The link to Understanding the Complexities of Offenders' Special Learning Needs, the article Robin mentions, is http://www.ncsall.net/?id=829

That article was in an issue of "Focus on Basics" on Corrections Education. Other articles include an excellent look at assessing learner's needs by Bill Muth, a history of the role of education in Corrections by Dominique Chlup, and many other articles. The PDF can be found at http://www.ncsall.net/fileadmin/resources/fob/2005/fob_7d.pdf

Barb Garner
Editor, Focus on Basics

  =====================
From: robinschwarz1 at aol.com
Date: 2006/09/23 Sat PM 04:37:20 CDT
To: specialtopics at nifl.gov
Subject: [SpecialTopics 241] Re: Posting your questions

Laura Weisel, Alan Toops and I wrote an article for FOB a year ago ( 
August, 2005) addressing the wide range of causes of learning 
difficulties in the corrections population.   It isn't just LD, but 
vision, hearing, attention, and especially visual stress syndrome that 
have caused a lot of learning problems and hence a lifetime of poor 
results in school.  Helping adult learners know about these challenges 
and ways to help themselves manage their challenges has helped many 
inmates be successful.    Check out the article.  Robin Lovrien Schwarz

-----Original Message-----
From: jcrawford at nifl.gov
To: specialtopics at nifl.gov
Sent: Fri, 22 Sep 2006 9:06 AM
Subject: [SpecialTopics 236] Re: Posting your questions

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)
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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