Motivators

=LEARNING DISABILITY - ATTENTION DEFICIT DISORDER / ATTENTION HYPERACTIVITY DISORDER = By the MOTIVATORS: Janet Mayhew, Catherine Uhl, Yvonne Yaschuk, Ana Rosa Blue

[Image from: [] Accessed on 30 June 2009.]

A Learning Disability
IS IS NOT CAN BE VERIFIED
 * A dysfunction which interferes with the processing of information.
 * Predominantly a problem of perception (visual and/or auditory), organization or co-ordination.
 * Often an invisible handicap and is therefore all the more frustrating.
 * A form of mental retardation.
 * A sign of a lazy or unmotivated student.
 * Through checking past records for results of testing and recommendations for help.
 * By testing, which can be done by a qualified psychologist or an institution such as the Ontario Institute for Studies in Education.

A Learning Disabled Student
MAY YET Certain learning disabled students CAN be successful at University if the disability is recognized and help and accommodation are available. Accommodation is appropriate, provided it does not alter any intrinsic components of the course studied. Strategies for accommodation are specific to each individual and should be developed co-operatively between the faculty member and the student. They may wish to involve the support of Student Services. There are many forms of accommodation available. No one student requires all of these, but very often one or more of these techniques can make the difference between success and failure.
 * Show signs of an uneven and inconsistent achievement profile.
 * Have problems with reading, comprehension and/or mathematical computations.
 * Have difficulty with writing, spelling, grammar or oral expression of language.
 * Show a disorientation in space and/or time.
 * Reverse letters, numbers or words.
 * Have difficulty in following directions.
 * Be unable to organize his/her studies.
 * Have some social skill deficits.
 * Have problems with short or long term memory.

IN CLASS ASSIGNMENTS EXAMINATIONS RESOURCES The liaison/support person for the disabled in the Student Services Department can: The Association for Children with Learning Disabilities can: L.D.A.O. 124 Merton Street 3rd Floor Toronto, Ontario M4S 2Z2 Tel: (416) 487-4106 Accessed from: [] 24 June 2009
 * Provide a detailed course outline, a reading list and if possible an alternative less demanding reading list for students.
 * If possible, present material in both a written and a spoken form.
 * Allow students to tape lectures.
 * Encourage students to borrow other students' written notes.
 * Explain clearly, preferably both orally and in writing, what assignments are required and with clear deadlines.
 * There should be plenty of time available for completing assignments.
 * For some students submitting a cassette rather than a written essay is very much easier.
 * Allow students to have someone proofread their written assignments.
 * Be available in person to discuss assignments or refer the student to someone who may be able to help.
 * Be flexible. It may be necessary to permit oral examinations or taped responses.
 * Permit the use of calculators and dictionaries during the examination.
 * Recognize that an examination is particularly stressful for a learning disabled student. Consider giving some extra time or the possibility of writing in a different "quiet" room.
 * Vary the format within the examination: multiple choice and brief answers may be much easier than several long essays.
 * Remember, that the purpose of an examination is to find out what the student knows, not what he or she does not know.
 * assist students in approaching professors;
 * assist professors in making accommodation for students;
 * refer for testing;
 * train volunteers to assist l.d. students.
 * provide resource materials;
 * provide information referral services;
 * provide support to students and their families.

__Attention Deficit Disorder__
Attention Deficit Disorder (ADD/ADHD) is a learning disability that impacts people across the lifespan, from childhood to old-age. "//Attention deficit hyperactivity disorder -- also referred to ADD or ADHD -- is a biological, brain based condition that is characterized by poor attention and distractibility and/or hyperactive and impulsive behaviors. It is one of the most common mental disorders that develop in children. Symptoms may continue into adolescence and adulthood. If left untreated, ADHD can lead to poor school/work performance, poor social relationships and a general feeling of low self esteem." (//[], July 14, 2009).  Adults with ADD who enter the college system often struggle with larger class-sizes, fewer routines, and less supervision. The supports available to adult learners also differ from those offered in grade-school and high-school. ..

//"Perhaps the biggest difference between high school and college for a student with ADHD is that in high school the federal government lends a hand. The Individuals with Disabilities Education Act (IDEA) makes the school responsible for identifying students with learning disabilities and for providing services when they need them. In college, there's no such luxury. While colleges are required to make "reasonable accommodations" for learning disabled students, they aren't required to seek out these students or provide diagnostic services. It's up to the student to make his disability known to his school — and to ask for help." ([], July 14, 2009)//

**__ Attention-deficit/Hyperactivity Disorder [ADHD] __** Attention-deficit/Hyperactivity Disorder (ADHD) is a neurobiological disorder that is characterized by developmentally inappropriate levels of inattention, impulsivity, and hyperactivity. Between 3% and 7% of school-aged children are affected by ADHD. ,. ADHD is a lifespan condition that affects children, adolescents and adults of all ages. It affects both males and females, and people of all races and cultural backgrounds. History of ADHD In 1902, the medical field began documenting children exhibiting symptoms of inattentiveness, impulsivity and hyperactivity. Since this time, the disorder has been given numerous labels which include: minimal brain dysfunction, hyperkinetic reaction of childhood, and attention-deficit disorder with or without hyperactivity. With the most recent version of the Diagnostic and Statistical Manual (DSM-IV) classification system, the disorder was renamed Attention-deficit/Hyperactivity Disorder or ADHD. While some individuals, including many professionals and the media, still refer to the condition as “ADD” (Attention Deficit Disorder), this term is no longer in widespread use.
 * What is ADHD? **

Typically symptoms of ADHD first appear in early childhood. Many symptoms persist into adulthood and can pose life-long challenges in areas such as relationships, work, and home. Current DSM-IV diagnostic criteria state that the onset of symptoms must first occur before the age of seven. However, many leading researchers within the field of ADHD have argued that the criterion should expand the age range to include onset at anytime during childhood.
 * Onset of ADHD **

Current research has found strong evidence that the primary cause of ADHD is genetic, due to the combined effect of several different genes. This means that ADHD runs in families. If a parent has ADHD, his or her child has more than a 50% chance of also being diagnosed with ADHD. Although environmental factors and prenatal and post-natal injuries can play a role in the cause of ADHD, twin studies have shown that 80% of problems with inattention, hyperactivity and impulsivity are the results of genetic factors.6
 * What Causes ADHD? **

Current research does not support the idea that ADHD is caused by excessive sugar intake, food additives, excessive viewing of television, or poor parenting skills.

Within ADHD there are three primary subtypes: ADHD predominantly inattentive type, ADHD predominantly hyperactive-impulsive type, and ADHD combined type. A diagnosis of one type or another depends on the specific symptoms (i.e., the “diagnostic criteria”) that person exhibits. For a diagnosis of ADHD, six or more of the symptoms must be present. In addition, the symptoms must not occur exclusively during the course of a Pervasive Developmental Disorder, Schizophrenia, or other Psychotic Disorder and are not better accounted for by another mental disorder.
 * ADHD Subtypes **

• Often fails to give close attention to details or makes careless mistakes • Often has difficulty sustaining attention in tasks • Often does not seem to listen when spoken to directly • Often does not follow through on instructions and fails to finish tasks • Often has difficulty organizing work and activities • Often avoids or dislikes tasks that require sustained mental effort • Often loses things necessary for tasks or activities • Is often easily distracted by extraneous stimuli • Is often forgetful in daily activities
 * ADHD inattentive type **

• Often fidgets with hands or feet or squirms in seat • Often leaves seat in situations in which remaining seated is expected • Often runs about or is otherwise physically active in situations where inappropriate (in adolescents and adults, may be limited to subjective feelings of restlessness) • Often has difficulty playing or engaging in leisure activities quietly • Is often “on the go” or often acts as if “driven by a motor” • Often talks excessively • Often blurts out answers before questions have been completed • Often has difficulty awaiting turn • Often interrupts or intrudes on others
 * ADHD hyperactive-impulsive type **

Individual meets both sets of inattentive and hyperactive / impulsive criteria. In addition to the symptoms listed above, the presence of significant impairment in two or more major life settings must occur in order to diagnose ADHD.
 * ADHD combined type **

In the past, it was widely believed that children outgrew ADHD by the time they reached adolescence since hyperactivity often diminishes during the teen years. However, it is now known that ADHD is a lifespan disorder and symptoms often persist from childhood through adolescence and into adulthood. Research suggests that among those children clinically diagnosed with the disorder in childhood, up to 65 percent may continue to meet diagnostic criteria in adulthood. Adults who have retained some, but not all, of the symptoms of childhood ADHD may be diagnosed as having ADHD in partial remission. Whether or not they continue to meet the full diagnostic criteria for ADHD in adulthood, at least 50-70 percent may continue to manifest some symptoms that cause some level of impairment in their adult life.  Current research has found that roughly 2 to 4 percent of adults have ADHD. Research on adult ADHD is still in an early stage of development. The current criteria for ADHD emphasize a childhood presentation, and there is a growing body of evidence that suggests that the diagnostic features of ADHD take a different form in adults. One example of this is within the area of hyperactivity. Although hyperactivity can be a common feature among children with ADHD, it is likely to be less overt in adults. The “on the go” behaviour seen in children with ADHD is replaced in adults with restlessness, difficulty relaxing, and a feeling of chronically being on edge.
 * Adults and ADHD **

Recently a new set of diagnostic symptoms for adults was proposed by Drs. Barkley and Murphy at the CHADD 18th Annual Conference in Chicago. In order to develop this new set of diagnostic symptoms, Dr. Barkley and Kevin Murphy, Ph.D., conducted a comprehensive study of the symptoms of ADHD in adults in order to identify the potential most predictive symptoms for diagnosis. In order to be diagnosed with ADHD, an adult would need to have six out of nine of the following proposed symptoms:9

1. Often easily distracted by extraneous stimuli 2. Often makes decisions impulsively 3. Often has difficulty stopping activities or behaviour when he or she should do so 4. Often starts a project or task without reading or listening to directions carefully 5. Often shows poor follow-through on promises or commitments he or she makes to others 6. Often has trouble doing things in their proper order or sequence 7. Often more likely to drive a motor vehicle much faster than others 8. Often has difficulty sustaining attention in tasks or leisure activities 9. Often has difficulty organizing tasks and Activities

** Strategies for Teaching ADHD Adults **. Some of the difficulties adults with ADHD may have in a learning environment include procrastination, poor organization and time management resulting in academic underachievement, poor self-esteem, and difficulty keeping current with assignments and reading. Distractibility and difficulty focusing can lead to problems with reading comprehension, note-taking, and completing assignments and tests in a timely fashion. The following strategies can be used to help address some of the impediments listed above.

• Teach learners explicit steps for problem solving. • When faced with a problem, help learners brainstorm potential solutions to the problem and discuss the pros and cons of each solution.
 * Problem solving: **

• Be predictable: Structure and consistency is important for adults with ADHD. Coach them on how to prioritize tasks for themselves. • Help learners determine the amount of time an activity will take by having them keep a time log. Prior to starting this, have the learners predict the time that will be required for the activity. • Set alarms on PDAs, watches or phones that will signal learners when it is time to move on to the next task. • Teach learners how to use a daily planner. Planner must work for the learners and require minimal effort and upkeep. • Identify all of the materials learners will need during a session, rather than having them identify the needed materials as they are working on an assignment. Coach them to have a plan for what to do if they get stuck so they don’t waste time. • Tell learners at the beginning of a lesson how much time they will have to complete it. • Provide advance warning that a lesson is about to end. Announce 5-10 minutes before the end of a lesson how much time remains.
 * Poor sense of time, poor organization skills: **

• Prepare learners for their lesson by giving them an outline of the material that will be covered during the session. Point out or discuss key concepts or vocabulary prior to reading so learners can focus on relevant details. • Review previous information learned on a topic before covering new information. Help learners link the old information with the new information. At end of lesson, require learners to sum up new content that was covered. • When reading, encourage learners to make short notes in the margins that summarize the main idea of a paragraph. If the reading passage is difficult, have learners summarize the main idea of every 2-3 sentences.
 * Poor comprehension, lack of self-monitoring: **

• Use cooperative learning strategies. Examples of this include:

1. Peer coaching: Learners take turns being the instructor and leading their peers in using comprehension strategies. 2. Reciprocal questioning: As learners progress through a reading passage, they take turns discussing what they are reading and how it relates to previous information they have read. Reciprocal questioning is a technique that allows learners to check their comprehension by asking each other questions. 3. Think-Pair-Share: In this strategy teacher asks learners to think about a topic, pairs learners to discuss the topic, and then has pairs share ideas with the group.

• Highlight key words in the instructions or worksheets to help learners focus on key instructions. When reading, show learners how to identify and highlight a key sentence, or have them write the key sentence on a separate sheet of paper. In math, show learners how to underline the important facts or operations needed to solve a problem.

1 American Psychiatric Association. (2000). //Diagnostic and statistical manual of mental disorders: DSM-IV// (4th ed., text revision), Washington D.C.,: American Psychiatric Association. 2 Surgeon General of the United States. (1999). Mental Health: A Report of the Surgeon General. Rockville, MD: U.S. Department of Health and Human Services. 3 Still, G.F. (1902). Some abnormal psychical conditions in children. //Lancet, 1,// 1077-1082. 4 Barkley, RA (1998). //Attention deficit hyperactivity disorders: A handbook for diagnosis and treatment.// New York: Guilford Press. 5 Faraone, S., Perlis, R.H., Doyle, A.E., Smoller, J.W., Goralnick, J.J., Holmgren, M.A., et al. (2005). Molecular genetics of attention-deficit/hyperactivity. //Biological Psychiatry, 57,// 1324-1335. 6 Pliszka, S.R. (2003). //Neuroscience for the mental health clinician.// New York: Guilford Press. 7 R. A. Barkley & K. R. Murphy (2006). Attention deficit hyperactivity disorder: A clinical workbook (3rd ed.). New York: Guilford Publications. 8 Searight, R.H., Burke, J.M., Rottnek, F. (2000). Adult ADHD: Evaluation and treatment in family medicine. //American// // Family Physicians, 62, // 2077-86, 2091-2. 9 Barkley, R.A., Murphy, K.R. & Fischer, M. (2007). AD/HD in Adults: Original Research, Integration and Clinical Implications. New York: Guilford Publications.
 * References: **

Resources
ADHD Screening tool for adults [] Coaching for adults with ADD/ADHD [] ADDitude magazine & website, for adults with ADD/ADHD, includes information about learning & life-skills [] Characteristics of learning disabilities: [] Learning Disabilities: [] Learning Needs Screening Tool: [] Screening for adults with learning disabilities: []

__"best practices for teaching adults with learning disabilities"__
[|BRIDGES TO PRACTICE] File Format: Microsoft Word - [|View as HTML] 30 Sep 2003 **...** Trains staff in research-based principles, instructional strategies, and **best practices for teaching adults with learning disabilities**. **...** //[|www.nifl.gov/nifl/ld/bridges/training/docs/adult_ed_qual.doc]//

[|Guidelines For Serving Students with Learning Disabilities and/or **...**] File Format: Microsoft Word - [|View as HTML] Trains staff and tutors in research-based principles, instructional strategies and **best practices for teaching adults with learning disabilities**. **...** //dese.mo.gov/.../AEL/AEL_Guidelines_For_Serving_Students.doc //

[|Virginia Adult Education and Literacy: A Collaboration Guide **...**] There is no conclusive evidence and information on the **best practices for teaching adults with learning disabilities** so that they can meet their goals. **...** //www.aelweb.vcu.edu/collaboration/learning_disabilities.html// []

[|Visions for Program Leadership and Improvement] File Format: PDF/Adobe Acrobat - [|View as HTML] that the **best practices for teaching adults with learning disabilities** may also be the best practices for teaching all adults with limited literacy skills. **...** //www.lacnyc.org/resources/publications/update/.../Update04May.pdf// // [] //

__Books__
// Adapting to abilities: a handbook of administrative and instructional adaptations for teaching adults with disabilities //. [New Westminster, B.C.] : Douglas College; [Victoria, B.C.]: British Columbia Ministry of Education, 1984. Bach, Michael, M.E.S. //[|Literacy, disability and communication : making the connection] //. Toronto : Roeher Institute, c1999.

Brown, Dale S //.// //[|Learning a living : a guide to planning your career and finding a job for people with learning disabilities, attention deficit disorder, and dyslexia]//. Bethesda, MD : Woodbine House, 2000.

KET, The Kentucky Network. // Teaching strategies for the learning disabled adult. // [video recording]. Lexington, KY: KET, c1992. // Learning together: a handbook for teaching adults with learning disabilities. // Victoria, B.C.: Ministry of Advanced Education and Job Training, c1990, c1985.

Lenz, B. Keith, Edwin S. Ellis, David Scanlon. // Teaching learning strategies to adolescents and adults with learning disabilities. // Austin, Tex: Pro-ed, c1996.

Samuels, Marilyn T. A//sking the right questions: assessment & program planning for adults with learning difficulties//. Calgary: Learning Centre: Alberta Vocational College; Edmonton: distributed by Literacy Services of Canada, 1995. Shapiro, Joan (Joan M.), Rich, Rebecca (Rebecca Z.). //[|Facing learning disabilities in the adult years : [understanding dyslexia, ADHD, assessment, intervention, and research] ] //. New York : Oxford University Press, 1999.

Learning disabilities and attention deficit disorder and adult learners
Advokat, C., Martino, L., Hill, B., & Gouvier, W. (2007, January 1). Continuous Performance Test (CPT) of College Students with ADHD, Psychiatric Disorders, Cognitive Deficits, or No Diagnosis. Journal of Attention Disorders, 10(3), 253-256. (ERIC Document Reproduction Service No. EJ804381) Retrieved July 1, 2009, from ERIC database. Persistent link to this record (Permalink): []

Bender, W. (1993, January 1). Learning Disabilities: Best Practices for Professionals. . (ERIC Document Reproduction Service No. ED368088) Retrieved July 1, 2009, from ERIC database. Persistent link to this record (Permalink): []

Bender, W. (1997, January 1). Understanding ADHD: A Practical Guide for Teachers and Parents. . (ERIC Document Reproduction Service No. ED406798) Retrieved July 1, 2009, from ERIC database. Persistent link to this record (Permalink): []

Brown, T. (2007, February 1). A New Approach to Attention Deficit Disorder. Educational Leadership, 64(5), 22-24,. (ERIC Document Reproduction Service No. EJ766324) Retrieved July 1, 2009, from ERIC database. Persistent link to this record (Permalink): []

Cramer, S., & Ellis, W. (1996, January 1). Learning Disabilities: Lifelong Issues. . (ERIC Document Reproduction Service No. ED411649) Retrieved July 1, 2009, from ERIC database. Persistent link to this record (Permalink): []

Currie, P., & Wadlington, E. (2002, January 1). The Source for Learning Disabilities. . (ERIC Document Reproduction Service No. ED470360) Retrieved July 1, 2009, from ERIC database. Persistent link to this record (Permalink): []

Gateway Technical Inst., K. (1993, January 1). Access: Special Instructional Support Services. A Faculty Handbook. . (ERIC Document Reproduction Service No. ED376305) Retrieved July 1, 2009, from ERIC database. Persistent link to this record (Permalink): []

Guyer, B. (1997, January 1). The Pretenders: Gifted People Who Have Difficulty Learning. . (ERIC Document Reproduction Service No. ED453607) Retrieved July 1, 2009, from ERIC database. Persistent link to this record (Permalink): []

Jordan, N., & Goldsmith-Phillips, J. (1994, January 1). Learning Disabilities: New Directions for Assessment and Intervention. . (ERIC Document Reproduction Service No. ED364004) Retrieved July 1, 2009, from ERIC database. Persistent link to this record (Permalink): []

Manhattan Adult Learning and Resource Center, K. (1988, January 1). Working with Adults Who Have Learning Disabilities. Project Upgrade. . (ERIC Document Reproduction Service No. ED310237) Retrieved July 1, 2009, from ERIC database. Persistent link to this record (Permalink): []

Plotts, C. (2001, March 1). Recognizing LD, ADHD and TBI in Adults. Adult Learning, 12(2), 5-7. (ERIC Document Reproduction Service No. EJ656882) Retrieved July 1, 2009, from ERIC database. Persistent link to this record (Permalink): []

Richard, G., & Russell, J. (2002, January 1). The Source for ADD/ADHD: Attention Deficit Disorder and Attention Deficit/Hyperactivity Disorder. . (ERIC Document Reproduction Service No. ED470361) Retrieved July 1, 2009, from ERIC database. Persistent link to this record (Permalink): []

Tyler Junior Coll., T. (1995, August 15). Tutor Training for Occupational Students with Learning Disabilities. PY95 Final Detailed Report. (ERIC Document Reproduction Service No. ED395193) Retrieved July 1, 2009, from ERIC database. Persistent link to this record (Permalink): []

Wierzbicki, M., & Tyson, C. (2007, June 1). A Summary of Evaluations for Learning and Attention Problems at a University Training Clinic. Journal of Postsecondary Education and Disability, 20(1), 16-27. (ERIC Document Reproduction Service No. EJ825758) Retrieved July 1, 2009, from ERIC database. Persistent link to this record (Permalink): []

** Journal article by Jovita M. Ross-Gordon; Adult Learning, Vol. 12, 2001 **
Journal Article Excerpt by Jovita M. Ross-Gordon Adult education as a field has long espoused ideals of equity in educational opportunity. In recent years, there has been considerable debate regarding the degree to which our practice lives up to these espoused ideals. This debate has been reflected in a growing literature addressing issues of race, ethnicity, and gender as they relate to adult education practice, research, and theory development. Yet, surprisingly, this debate has rarely included attention to disabilities as a dimension of equity. An interest in the relationships among disability, adult learning, and adult education practice has been reflected, albeit modestly reflected, in adult education literature dating back to the 1970s and 1980s (Travis, 1979; Ross-Gordon, 1989). During the 1990s several book-length discussions of adults with disabilities with the adult educator as the intended audience emerged (Gadbow and Dubois, 1998; Vogel and Reder, 1998; Jordan, 1998). Recently books on disabilities that adult educators would also find useful have emerged from other fields, particularly the fields of learning disabilities and disability studies, (Albrecht, Seelman, & Bury, 2001; Gerber & Reiff, 1995; Gregg, Hoy, & Gay, 1996; Linton, 1998; Marks, 1999). In addition to concerns for equity, an awareness of the relationships between adult learning and disabilities is important from a legal perspective as we become increasingly cognizant of the implications of the Americans with Disabilities Act for adult education practice. This issue of Adult Learning is an attempt to bring disabilities to the forefront as a concern for those planning programs for adult learners across a... ||
 * || **Understanding and planning for adult learners with disabilities**

[|Focus on Basics: Connecting Research & Practice. Volume 8, Issue D]. By: Garner, Barbara. **//Online//** Submission. 2007 43 pp. (ED500702) Learning disabilities is the theme of the latest issue of "Focus on Basics," the World Education publication that brings together research, policy, and **//practice//** in **//adult//** basic education. Starting with an update on research on neurobiology and dyslexia, this issue also examines how the **//adult//** basic education system supports **//students//** with learning disabilities at the state policy, program design, and classroom levels. **//Bestpractice//** is shared by a veteran teacher from Minnesota and legal issues are addressed by a national advocate for the learning disabled. New insight from a recent study sheds light on the transition from **//adult//** basic education to college, a challenging shift to make for any **//student//**. Articles in this issue of "Focus on Basics," include: (1) The Neurobiology of Reading and Dyslexia (Sally E. Shaywitz and Bennett A. Shaywitz); (2) The Evolution of an **//Adult//** Literacy Teacher (Margaret Frank); (3) Making Universal Design a Reality (Deborah Reck); (4) Getting Started with Assistive Technology (Heidi Silver-Pacuilla); (5) Addressing Potential Impediments to Learning with ESOL **//Students//** (Robin Lovrien Schwarz); (6) Leave No Stone Unturned (Alice-Ann Menjivar); (7) A Conversation with "FOB" ["Focus on Basics"]: Legal Issues Related to **//Adults//** with Learning Disabilities; (8) Enabling ABE [ **//adult//** basic education] **//Students//** with Learning Disabilities to Persist in College (Gabrielle Gerhard); and (9) Learning Disabilities and Ohio: Policies and Professional Development (Sharon Reynolds with Katrina Seymour). (Individual articles contain references and resources.) ["Focus on Basics" is a publication of the US Division of World Education, Inc. For "Focus on Basics: Connecting Research & **//Practice//** . Volume 8, Issue C," see ED495942.] Persistent link to this record: (Permalink): []

__Learning disabilities and (mathematics or microbiology or job searching or librar*) and adult learners __
Title: **Meeting the challenge of limited literacy resources for adolescents and adults with intellectual disabilities**. Authors: Morgan, Michelle F., Moni, Karen B. Source: British Journal of Special Education; Jun2008, Vol. 35 Issue 2, p92-101, 10p, 4 charts, 3 diagrams Abstract: For adolescents and adults with mild to moderate intellectual disabilities (or, in the UK, learning disabilities or learning difficulties), the achievement of successful engagement with, and construction of meaning from, texts necessitates the implementation and use of specifically designed and adapted teaching strategies and resources. The careful selection and application of appropriate resources is vital to allow learners with intellectual disabilities to engage and participate with texts in positive, enjoyable and meaningful ways. The challenge for teachers of adolescents and adults with intellectual disabilities is to overcome the limited availability of suitable literacy resources for these learners. In this article, Michelle Morgan, who teaches literacy at the University of Queensland, and Karen Moni, director of the secondary programmes in the School of Education at the University of Queensland, identify the literacy needs and reading practices of adolescents and adults with intellectual disabilities based upon findings from an action research investigation. They go on to explore ways in which teachers can meet the challenge of limited resources for these learners through the specific and deliberate adaptation and creation of suitable texts. [ABSTRACT FROM AUTHOR]

Title: **Psychological Perspectives in Assessing Mathematics Learning Needs**. Authors: Augustyniak, Kristine, Murphy, Jacqueline, Phillips, Donna Kester Source: Journal of Instructional Psychology; Dec2005, Vol. 32 Issue 4, p277-286, 10p Abstract: While the definition of learning disabilities has been the subject of controversy for decades, the current federal classification system identifies three specific areas of deficit: reading, written language, and mathematics and maintains the presumption that the disabilities are a result of a central nervous system dysfunction. In contrast to the expansive literature base in language arts, research on math disability is far less developed and continues to lack an empirically-based identification of core deficits. The purpose of this article is to review the current research base on math learning disabilities with the related literature in developmental, cognitive, social, and neuro- psychology in order to refine the reader's knowledge of relevant factors in mathematics learning and intervention planning for individual learners. [ABSTRACT FROM AUTHOR]

Title: **Researching Adults with Learning Disabilities From an Adult-Development Perspective**. Authors: Gerber, Paul J. Source: Journal of Learning Disabilities; Jan94, Vol. 27 Issue 1, p6-9, 4p Abstract: Discusses mediating variables, context and age-span phases in a study on adults with learning disabilities. Age ranges and theories of adult development; Researching adults with learning disability (LD) from an adult-development perspective; Selected studies of adults with learning disabilities.

Title: **Respecting Profoundly Disabled Learners.** Authors: VORHAUS, JOHN Source: Journal of Philosophy of Education; Aug2006, Vol. 40 Issue 3, p313-328, 16p Abstract: The goal of inclusion is more or less credible depending in part on what it is that learners have in common. I discuss one characteristic that all learners are thought to share, although the learners I am concerned with represent an awkward case for the aspiration of inclusivity. Respect is thought of as something owed to all persons, and I defend the view that this includes persons with profound and multiple learning difficulties and disabilities. I also consider the implications of respecting profoundly disabled learners for teaching and learning, and three aspects in particular: treating the profoundly disabled learner as a person; the close relationship between teaching and caring for a vulnerable learner; and individualised learning as an element of a successful teaching and learning environment. [ABSTRACT FROM AUTHOR]

Title: **Self-perceived job search skills of college students with disabilities**. Authors: Thompson, Anne R., Dickey, Katherine Doole Source: Rehabilitation Counseling Bulletin; Jun94, Vol. 37 Issue 4, p358, 13p, 4 charts Abstract: Reports on self-perceived job search skills of college students with disabilities in the United States. Four factors that positively influenced self-perception; Satisfaction with college major; Knowledge of what kind of job awaited upon graduation; Work experience; Objectives of the Americans With Act.

Title: **Serving Adult Learners with Disabilities**. Authors: Polson, Cheryl J., White, Warren J. Source: Adult Learning; Spring2001, Vol. 12 Issue 2, p15, 4p Abstract: Emphasizes that adult education providers in the U.S. have an ethical and legal responsibility to serve adults with disabilities. Methods used by adult basic educators to discover if a learner has a disability; Challenges that may impede the implementation of appropriate accommodations; Identification of disabilities and accommodations.

Title: **Teaching Strategies that Help Learners with Different Needs.** Authors: Gadbow, Nancy F. Source: Adult Learning; Spring2001, Vol. 12 Issue 2, p19, 3p Abstract: Reports on the strategies and approaches that can be used to help individuals with disabilities and adult learners to learn effectively in classroom settings, in one-on-one situations and online learning programs in the U.S. Examples of learners with disabilities; Factors that affect persons with disabilities; Principles that can be applied to working with adult learners with disabilities and all adult learners; Strategies in group learning situations.

Title: **The Adult Persistence in Learning Model: A Road Map to Counseling Services for Adult Learners**. Authors: MacKinnon-Slaney, Fiona Source: Journal of Counseling & Development; Jan/Feb94, Vol. 72 Issue 3, p268-275, 8p, 1 diagram Abstract: The Adult Persistence in Learning (APIL) model focuses on personal issues of the individual adult learner, learning process issues, and environmental issues related to the particular institution to guide counseling services for adult learners. Factors that facilitate a realistic approach to adult learning provide the focus: self-awareness, willingness to delay gratification, clarification of career and life goals, mastery of life transitions, sense of interpersonal competence, educational competence, intellectual and political competence in learning, information retrieval from the institution, awareness of opportunities and impediments in the environment, and perceptions of the compatibility of the learning environment. Counseling interventions for individuals and groups based on the factors in the model can aid retention of adult learners. [ABSTRACT FROM AUTHOR]

Title: **The Mathematics syllabus and adult learners in community colleges: Integrating technique with content**. Authors: Baker, Robert N. Source: Community College Journal of Research & Practice; Jun2001, Vol. 25 Issue 5/6, p391-402, 12p Abstract: This article presents a brief discussion of the challenges presented to mathematics education by change, in social dependence on mathematics, in professional response to the needs of students of mathematics, in institutional expectations of students and teachers, and in student demographics and expectations. Faculty in community colleges, where these changes might be most apparent, need new teaching tools. When constructed, presented, and enforced as a contract between adult student and teacher, the course syllabus can be a powerful teaching tool; an extension of its traditional role as administrative communication. The syllabus provides the venue to clearly communicate expectations to students. An extended outline for such a syllabus is given and discussed in terms of construction and presentation, and benefits to students and instructor. Nested within is an example of a grading rubric useful to a reform-minded instructor and acceptable to traditional institutions. [ABSTRACT FROM AUTHOR]

Title: **Understanding and Planning for Adult Learners with Disabilities**. Authors: Ross-Gordon, Jovita M. Source: Adult Learning; Spring2001, Vol. 12 Issue 2, p2, 3p Abstract: Presents information on literature about adult education. Categories of disability which adult education encounter; Preliminary step in requesting accommodations to enable effective learning and fair assessment of adult learners with disabilities.

BC College and Institute Library Services
**CILS** is located at [|Langara College] and funded by the [|B.C. Ministry of Advanced Education and Labour Market Development]to provide information services in alternate formats for B.C. post-secondary students with print disabilities. Accessed from: [] 19 July 2009

**Criteria for Identifying Best Practices**
originally accessed from: [] 9 July 2009.

Schools are accommodating diversity with a variety of teaching strategies and different degrees of mastery. Inclusive learning environments are reflections of the change in teaching and learning to help all students meet high expectations. Excerpt, accessed from: [] Accessed 10 July 2009
 * Inclusion of students with special needs: Teaching and learning**

Lowry, Cheryl Meredith. **Teaching Adults with Learning Disabilities**. ERIC Digest No. 99. ERIC Clearinghouse on Adult Career and Vocational Education Columbus OH. ERIC Identifier**:** ED321156. 1990 Adult educators concur that youngsters with learning disabilities (LD) do not simply outgrow them. They become adults with LD, and many of them participate in adult education programs. This ERIC DIGEST discusses the number of adult learners with LD, identifies relevant issues, describes intervention strategies, and suggests specific techniques that adult educators can use with their LD students. Accessed from: [] 24 June 2009 Learning Disabilities in Adult Education ** The U.S. Department of Education's Office of Special Education and Rehabilitative Services Rehabilitative Services Administration defines learning disabilities as: [] 24 June 2009
 * 
 * A disorder in one or more of the central nervous system processes involved in perceiving, understanding, and/or using concepts through verbal (spoken or written) language or non-verbal means.
 * This disorder manifests itself with a deficit in one or more of the following areas: attention, reasoning, processing, memory, communication, reading, writing, spelling, calculation, coordination, social competence, and emotional maturity. Accessed from:

from: [] 24 June 2009
 * Research based principles for Adult basic education: Reading instruction**: []

Fast Facts //Fast Facts// are short, concise information pages on a variety of topics related to learning differences. The //Fast Facts// pages are being developed in the belief that practitioners often have little time to read lengthy articles and are looking for sources of information that are readable and to the point. In the future, additional pages and links will be added to help interested ABLE practitioners get the information they want, quickly and easily. //Learning Differences Fast Facts// were developed by Richard C. Gacka, Ed.D. Accessed from: [] 24 June 2009
 * Learn strategies for working with adult students who have learning differences with these quick, plain-English fact sheets. **

ED439289 - **Working with Adults with Learning Disabilities in Adult Education Programs: A Guide for Instructors**. Quality Professional Development Project. Accessed from: [] 24 June 2009 from: []

Price, Lynda and Stan Shaw. **Adult Education and Learning Disabilities: Why are we still seeing them as children? Using what we know about adult education to improve outcomes for adults with learning disabilities** Almost two generations have now reached adulthood since they were originally diagnosed with learning disabilities in the 1960's. This population continues to grow at a rapid pace as others are diagnosed after adolescence. The collective knowledge base concerning the complex issues of adults with learning disabilities, however, is still in its infancy. As a result, this article applies theories of adult education, as conceptualized by Malcolm Knowles, to best practices for adults with learning disabilities in vocational and academic settings. These concepts also are examined within the context of the lives of three adults with learning disabilities. These examples, including suggestions for transition, secondary, or postsecondary education, and career development, underscore the theme that learning disabilities are not just a "school-based" disorder. Instead, learning disabilities are a cluster of unique strengths and challenges that require on-going support and management from many professionals in many arenas throughout adult life. Career Development for Exceptional Individuals, Vol. 23, No. 2, 187-204 (2000) DOI: 10.1177/088572880002300206 Accessed from: [June 24|http://cde.sagepub.com/cgi/content/abstract/23/2/187] 24 June 2009

Learning Disabilities Use the links below to help you gather the resources you need to be successful.
 * Florida Department of Education: Learning Disabilities**:
 * [|Dyslexia Characteristics and Resources] (PDF, 48KB)
 * [|Dyslexia Characteristics and Resources] (RTF, 102KB)
 * [|Do You Know? Learning Disabilities Statistics] (PDF)
 * [|Do You Know? Learning Disabilities Statistics] (RTF)
 * [|Learning Disability Checklist] (PDF)
 * [|Learning Disability Checklist] (RTF)
 * [|Characteristics of Learning Disabilities] (PDF)
 * [|Characteristics of Learning Disabilities] (RTF)
 * [|Questions and Answers on Screening] (PDF)
 * [|Questions and Answers on Screening] (RTF)
 * [|The Interagency Writing Team on Adults with Learning Disabilities] (PDF)
 * [|Division of Vocational Rehabilitation]
 * [|Division of Blind Services]

Screening Tools

 * [|The Learning Need Screening Tool] (PDF)
 * [|Screening for Adults with Learning Disabilities]

Technical Assistance Papers
Accessed from: [] 24 June 2009
 * [|Screening for Learning Disabilities in Adult Education Programs] (RTF, 710KB)
 * [|Accommodations for Students in Adult Education Programs] (RTF, 47MB)
 * [|Rights & Responsibilities of Adults with Learning Disabilities; Responsibilities of Service Providers] (RTF, 220KB)

S.M.A.R.T. Management
For Teaching And Learning by [|Elizabeth Webber]

Whether you are new to the teaching profession or tenured, your attention to the fundamentals of classroom management is ongoing and critical to your successful teaching and students' effective learning. Clearly defined expectations develop student trust. Student achievement flourishes in a well-run classroom where students become self-managers.

Managing your classroom effectively starts with prioritizing the most important behaviors necessary for your classroom to run smoothly. The five S.M.A.R.T. behaviors create the foundation for management and are also life skills. Effective teachers start off each year or semester by teaching behaviors such as these S.M.A.R.T. Behaviors, which ensure student success and establish a positive climate. S.M.A.R.T. Behaviors

Excerpt accessed from: [] 9 July 2009
 * S** Signal
 * M** Materials
 * A** Academic Purpose
 * R** Respect
 * T** Time

Vision for an ideal system: Improving services to adults with learning disabilities. Maryland State Department of Education, National Institute for Literacy, National Adult Literacy and Adult Learning Center, [Baltimore]: Maryland, 1997. Accessed from: [] 2 July 2 2009

**Learning Disabilities Association of Canada**

 * []

The Learning Disabilities Association of Canada (LDAC) is a national, non-profit voluntary organization which was founded in 1963 and incorporated in 1971. The organization's mission is to be the national voice for persons with learning disabilities and those who support them. LDAC is dedicated to a level playing field for individuals with learning disabilities to enable them to function as citizens with equitable opportunities and to develop to their chosen potential. LDAC accomplishes these goals through public awareness about the nature and impact of learning disabilities, advocacy, research, health, education and collaborative efforts.

** Find a Chapter Near You **
Currently, there is a Learning Disabilities Association located in ten provinces and two territories across Canada and from these extend a network of chapters in more than 75 communities across the country. To find the LDA chapter that supports your area, choose your Province or territory from the list below. Accessed from: [] 2 July 2009.
 * [|Alberta]
 * [|British Columbia]
 * [|Manitoba]
 * [|New Brunswick]
 * [|Newfoundland]
 * [|Northwest Territories]
 * [|Nova Scotia]
 * [|Ontario]
 * [|Prince Edward Island]
 * [|Quebec]
 * [|Saskatchewan]
 * [|Yukon]

**Coalition of People with Disabilities**
For over 30 years, the BC Coalition of People with Disabilities (BCCPD) has been a provincial, cross-disability voice in British Columbia. Their mission is to raise awareness around issues that affect the lives of people who live with a disability. They also work to secure the necessary income supports for people with disabilities to live with dignity, and increase their ability to participate and contribute in their communities. Activities include:
 * working for change with all levels of government on policies and attitudes that affect people with disabilities (see [|Community Alerts], [|Community Campaigns] and [|Programs & Services] )
 * promoting public awareness of emerging issues through special projects, events and the media (see [|Projects] )
 * providing individual and group advocacy for people with disabilities (see [|Advocacy Access] )
 * developing educational publications for people with disabilities, governments and the public, and sharing self-help skills with individuals and disability groups (see [|Publications] )
 * serving on government and community-based committees

Explore their website and learn more about their programs and services. Accessed from: [] 3 July 2009.