Legal and Definitional Issues Affecting the Identification and Education of Adults with Specific Learning Disabilities in Adult Education Programs

Autor/in	Taymans, Juliana M.
Titel	Legal and Definitional Issues Affecting the Identification and Education of Adults with Specific Learning Disabilities in Adult Education Programs
Quelle	In: Journal of Learning Disabilities, 45 (2012) 1, S.5-16 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219411426857
Schlagwörter	Learning Disabilities; Adult Education; Adult Educators; Teaching Methods; Adult Learning; Identification; Educational Practices; Program Effectiveness; Classification + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Adulte education; Identifikation; Identifizierung; Bildungspraxis; Classification system; Klassifikation; Klassifikationssystem
Abstract	Although the exact prevalence is not determined, a noticeable subset of individuals who enroll in adult education and training programs have either diagnosed or undiagnosed specific learning disabilities (SLD). Understanding SLD is important basic information for adult educators to inform program policies as well as determine effective instructional practices. This article discusses the development of definitions of SLD and current agreement on the nature of SLD relevant to working with adults. It concludes with implications for adult education programs. (Contains 1 figure.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10