ABE and GED Staff Perceptions Regarding Learning Disabled Students. A Final Report of the 310 Special Project 88-98-8034.

Autor/inn/en	Ross, Jovita M.; Smith, Judith O.
Institution	Pennsylvania State Univ., University Park. Inst. for the Study of Adult Literacy.
Titel	ABE and GED Staff Perceptions Regarding Learning Disabled Students. A Final Report of the 310 Special Project 88-98-8034.
Quelle	(1988), (64 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Attitudes; Administrators; Adult Basic Education; Adult Educators; Adult Programs; Adults; Cognitive Processes; Cognitive Psychology; Coping; Counselor Attitudes; Diagnostic Tests; Educational Diagnosis; Equal Education; Independent Living; Inservice Teacher Education; Learning Disabilities; Neurological Impairments; Psychoeducational Methods; Staff Development; Student Characteristics; Teacher Attitudes; Underachievement + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult education teacher; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Cognitive process; Kognitiver Prozess; Kognitive Psychologie; Bewältigung; Diagnostic test; Diagnostischer Test; Pedagogical diagnostics; Pädagogische Diagnostik; Selbstverantwortung; Lehrerfortbildung; Learning handicap; Lernbehinderung; Neurodegenerative Erkrankung; Personnel development; Personalentwicklung; Lehrerverhalten; Performance deficiency; Leistungsschwäche
Abstract	Program directors, teachers, and counselors of Adult Basic Education (ABE) and General Educational Development (GED) programs were surveyed about their attitudes toward and knowledge of their students with learning disabilities (LD), the availability of services for those students, the availability of staff development activities about LD, and their desire for additional staff development and support services. Respondents included 205 teachers, 64 program directors, and 37 counselors. Many of the respondents defined LD in a manner consistent with federal legislation. Others defined LD as any unexplained learning problem. Attitudes toward LD students were generally positive, but there was less agreement on the extent to which programs should accommodate such students. Knowledge about characteristics of LD students was greater than knowledge of their legal protection from discriminatory educational practices. Teachers wanted more information on where to refer students for assessment, and counselors wanted to know where to refer students for help. Relevant inservice training, assessment of students, and LD specialists were available to fewer than one-third of the respondents. More than two-thirds of the respondents wanted inservice training on characteristics of LD students and appropriate teaching methods, and more than half desired more LD assessment, consultation with LD specialists, and appropriate teaching materials. (The document contains a model for a multilevel service delivery plan, a copy of the questionnaire, and respondent comments.) (CML)
Anmerkungen	Institute for the Study of Adult Literacy, Pennsylvania State University, 204 Calder Way, Suite 209, University Park, PA 16801.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01