Learning to Achieve: A Professional's Guide to Educating Adults with Learning Disabilities

Autor/in	Taymans, Juliana
Institution	National Institute for Literacy
Titel	Learning to Achieve: A Professional's Guide to Educating Adults with Learning Disabilities
Quelle	(2010), (138 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Intervention; Learning Disabilities; Adult Education; Learning Modules; Citations (References); Adult Educators + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Learning handicap; Lernbehinderung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Learning module; Lernmodul; Citations; Zitat; Adult education teacher; Adult education; Adult educator; Erwachsenenbildner; Lehrer
Abstract	Approximately 3 million adults attend a variety of federally funded adult education and training programs. A noticeable number of these individuals have either diagnosed or undiagnosed learning disabilities (LD). For some, their adult education experience, based on effective instruction and respectful relationships, provides the preparation they need to move forward with their lives. The goal of the "Learning to Achieve" program is to expand the ability of adult service providers to work effectively with adults with LD. This document, "Learning to Achieve: A Professional's Guide to Educating Adults With Learning Disabilities," is both a companion guide to the training and a stand-alone resource for professionals who work with adults with LD and have not taken the training. The six chapters reinforce and extend the content of the training modules. The chapters provide information on relevant characteristics of adults with LD matched with descriptions and examples of practical intervention strategies. A major theme in research and practice focused on adults with LD is that effective interventions for this heterogeneous group are appropriate for all individuals who struggle with learning. Thus, the information provided in this guide is relevant to adult educators' work with a broad spectrum of individuals enrolled in adult education programs. Appendices include: (1) Samples; and (2) Checklist for Considerate Text Characteristics. Individual chapters contain figures, footnotes, and references. (ERIC).
Anmerkungen	National Institute for Literacy. 1775 I Street NW Suite 730, Washington, DC 20006-2401. Tel: 800-228-8813; Tel: 202-233-2025; Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://www.nifl.gov
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10