Reducing Failure of Persons with Learning Disabilities - Introducing "Universal Design" to Adult Literacy Glenn Young Learning Disabilities Consultant

Reducing Failure of Reducing Failure of Persons with Learning Persons with Learning

Disabilities - Disabilities - Introducing "Universal Introducing "Universal

Design" to Adult Design" to Adult LiteracyLiteracy

Glenn YoungGlenn YoungLearning Disabilities Learning Disabilities

[email protected]@adelphia.net

glennyoungcsld.comglennyoungcsld.com

How Do We Measure Drop Outs – How Do We Measure Drop Outs – Changing ParadigmChanging Paradigm

In 1996 the U.S. Department of In 1996 the U.S. Department of Education's National Center for Education Education's National Center for Education Statistics (NCES) reported three types of Statistics (NCES) reported three types of dropout rates: dropout rates:

The same data could give very different The same data could give very different resultsresults• The national dropout rate using one The national dropout rate using one

approach was 4.5 percent, andapproach was 4.5 percent, and• Using a different approach it was 11.0 Using a different approach it was 11.0

percent. percent. http://www.ed.gov/pubs/OR/ConsumerGuides/dropout.htmlhttp://www.ed.gov/pubs/OR/ConsumerGuides/dropout.html

How Do We Measure Drop OutsHow Do We Measure Drop Outs

Old way of counting the data was Old way of counting the data was showed a situation bad enough showed a situation bad enough

A A 19961996 report showed report showed • In 1993, approximately 381,000 In 1993, approximately 381,000

students in grades 10 through 12 students in grades 10 through 12 dropped out of school dropped out of school

• Approximately 3.4 million persons in the Approximately 3.4 million persons in the United States ages 16 through 24 were United States ages 16 through 24 were high school dropouts. high school dropouts.

http://www.ed.gov/pubs/OR/ConsumerGuides/dropout.htmlhttp://www.ed.gov/pubs/OR/ConsumerGuides/dropout.html

How Do We Measure Drop Outs – How Do We Measure Drop Outs – The ChangeThe Change

The Manhattan Institute for Policy Research (2002) The Manhattan Institute for Policy Research (2002) counted all those entering 9counted all those entering 9thth grade and followed grade and followed the whole cohort. They found not a rate of 11% but the whole cohort. They found not a rate of 11% but 29%: 29%:

• The national graduation rate for the class of 1998 was The national graduation rate for the class of 1998 was 71%. 71%.

78%, for white students 78%, for white students 56% for African-American students and 56% for African-American students and 54% for Latino students. 54% for Latino students.

Manhattan stated that the discrepancy between the NCES’ Manhattan stated that the discrepancy between the NCES’ finding and the 71% rate is largely caused by NCES’ finding and the 71% rate is largely caused by NCES’ counting of General Educational Development (GED) counting of General Educational Development (GED) graduates and others with alternative credentials as high graduates and others with alternative credentials as high school graduates, and by its reliance on a methodology that school graduates, and by its reliance on a methodology that is likely to undercount dropouts.is likely to undercount dropouts.

http://www.manhattan-institute.org/html/cr_baeo.htmhttp://www.manhattan-institute.org/html/cr_baeo.htm

How Do We Measure Drop Outs – How Do We Measure Drop Outs – Special EducationSpecial Education

Graduation: Graduation: Graduation from high school Graduation from high school with a standard diploma for students with with a standard diploma for students with LD covered under IDEA in 1999-2000 -- LD covered under IDEA in 1999-2000 -- using USED standards was 62 percent. using USED standards was 62 percent.

• Dropout: Dropout: The dropout rate for students with The dropout rate for students with LD was 28 percent in the school year 1999-LD was 28 percent in the school year 1999-2000. This compares to a national dropout rate 2000. This compares to a national dropout rate of 11 percent for the general student of 11 percent for the general student population. population.

http://www.ncld.org/index.php?option=content&task=view&id=256http://www.ncld.org/index.php?option=content&task=view&id=256

New Understandings Based on New Understandings Based on Research - Implications of the Research - Implications of the

StudiesStudies The majority of persons with LD are not The majority of persons with LD are not

being served in Special Educationbeing served in Special Education It is not possible to tell what percent of the It is not possible to tell what percent of the

dropout rates actually have LD (No dropout rates actually have LD (No Research) – All data may be tainted Research) – All data may be tainted • Studies do show that the least successful of Studies do show that the least successful of

those drop outs who are in welfare or prisons those drop outs who are in welfare or prisons are later to be found to have LD.are later to be found to have LD.

Our view of what happens to those who Our view of what happens to those who are LD is tainted are LD is tainted

Disability, not Teaching Disability, not Teaching FailureFailure

The definitions show learning disabilities to The definitions show learning disabilities to have a foundation of impairment in the have a foundation of impairment in the central nervous system.central nervous system.

The academic (and social) failings are based The academic (and social) failings are based on the impairment, not lack of access or on the impairment, not lack of access or opportunityopportunity

How Do We Measure Drop OutsHow Do We Measure Drop Outs

Comparing Manhattan and USED Comparing Manhattan and USED Drop out rate = Overall Drop out rate = Overall

• USED 11% (or even as low as 4.5%)USED 11% (or even as low as 4.5%)• Manhattan 29%Manhattan 29%

• Minority Minority • USED - African Americans – 13.5% USED - African Americans – 13.5%

Hispanics 27.5%Hispanics 27.5%• Manhattan – African Americans -44% Manhattan – African Americans -44%

Hispanic 46%Hispanic 46%

How Do We Measure Drop Outs How Do We Measure Drop Outs How does Florida Rank?How does Florida Rank?

Using the new methodsUsing the new methods

Ranking State % of High SchoolRanking State % of High School

Completion Completion

6 Montana 836 Montana 83

5 Vermont 845 Vermont 84

4 Nebraska 854 Nebraska 85

3 Wisconsin 853 Wisconsin 85

2 North Dakota 882 North Dakota 88

1 Iowa 931 Iowa 93

How Do We Measure Drop OutsHow Do We Measure Drop Outshttp://www.unitedhealthfoundation.org/shr2005/components/hsgrad.htmlhttp://www.unitedhealthfoundation.org/shr2005/components/hsgrad.html

How does Florida Rank?How does Florida Rank?

Ranking State % of High SchoolRanking State % of High School

Completion Completion

45 Mississippi 59.145 Mississippi 59.1

46 Alabama 57.246 Alabama 57.2

47 Tennessee 56.7 47 Tennessee 56.7

48 Florida 55.748 Florida 55.7

49 Georgia 53.649 Georgia 53.6

50 South Carolina 49.250 South Carolina 49.2

National average 68.3National average 68.3

IMPACT OF LACK OF DEGREEIMPACT OF LACK OF DEGREEHigh school graduation is a very important High school graduation is a very important

predictor of young people’s life prospects.predictor of young people’s life prospects.

Among those over 25 years old who failed Among those over 25 years old who failed to complete high school or receive a GED, to complete high school or receive a GED, • 55% report no earnings in the 1999 55% report no earnings in the 1999 • For people reporting any earnings the median For people reporting any earnings the median

income for those was $15,334 income for those was $15,334 compared to $29,294 for people with at least a high compared to $29,294 for people with at least a high

school degree or GED school degree or GED Students who fail to graduate high school Students who fail to graduate high school

• Are significantly more likely to become single Are significantly more likely to become single parents and have children at young ages. parents and have children at young ages.

• Are significantly more likely to rely upon public Are significantly more likely to rely upon public assistance or be in prison.assistance or be in prison.

http://www.manhattan-institute.org/html/cr_baeo.htm#11http://www.manhattan-institute.org/html/cr_baeo.htm#11

Without Education …..Without Education ….. More than nine million working Americans—25 More than nine million working Americans—25

percent of whom work full time, year round—percent of whom work full time, year round—earn less than the official poverty level, and earn less than the official poverty level, and

More than 40 million Americans earn below 200 More than 40 million Americans earn below 200 percent of the poverty level, a widely accepted percent of the poverty level, a widely accepted proxy for a minimum family sustainable.proxy for a minimum family sustainable.

The longer one stays in a low-wage, low-skill job, The longer one stays in a low-wage, low-skill job, the farther one falls behind other workers in the farther one falls behind other workers in whose skills and futures employers are more whose skills and futures employers are more eager to invest (Andersson, Holzer, and Lane eager to invest (Andersson, Holzer, and Lane 2003).2003).

http://www.jff.org/jff/PDFDocuments/nextchallenge.pdfhttp://www.jff.org/jff/PDFDocuments/nextchallenge.pdf

For every action ….For every action …. With the high dropout rate comes a With the high dropout rate comes a

greater demand for adult literacy services greater demand for adult literacy services

In states with lower graduation rates In states with lower graduation rates there is:there is:• Higher rate of GED participationHigher rate of GED participation• Higher rate of ESL populations Higher rate of ESL populations • Higher rates of LD and other disabilities Higher rates of LD and other disabilities

populations populations

Adult literacy should be seen as a Adult literacy should be seen as a major factor in increasing the major factor in increasing the overall economic viability of a stateoverall economic viability of a state

Why So Many Failures?Why So Many Failures?

There are too many potential There are too many potential reason to list why the skill level reason to list why the skill level of students transitioning into of students transitioning into employment are not adequate employment are not adequate

• However, one issue that is However, one issue that is consistently missed is the issue of consistently missed is the issue of Learning Disabilities Learning Disabilities

Estimated Rates of Adults with LD Estimated Rates of Adults with LD DocumentationDocumentation

While schools are identifying about 5% with LD,While schools are identifying about 5% with LD, While the estimates run as high as 15-20% of adults with While the estimates run as high as 15-20% of adults with

LD LD While adult education and literacy programs have While adult education and literacy programs have

estimated ranges of 30-70% LD.estimated ranges of 30-70% LD. Due to none identification and decrease requirements for Due to none identification and decrease requirements for

“retesting” in K-12“retesting” in K-12

• IT IS ESTMIATED THAT LESS THAN 1% OF IT IS ESTMIATED THAT LESS THAN 1% OF ADULTS AND OUT OF SCHOOL YOUTH, WITH ADULTS AND OUT OF SCHOOL YOUTH, WITH LD, HAVE PROPER DOCUMENTATION TO LD, HAVE PROPER DOCUMENTATION TO PROVE THE DISABILITY OUTSIDE OF PROVE THE DISABILITY OUTSIDE OF SCHOOLSSCHOOLS

Estimated Rates of Adults and Out Estimated Rates of Adults and Out of School Youth with LD of School Youth with LD

DocumentationDocumentation Who are these 99% of adults and Out of Who are these 99% of adults and Out of

School Youth who have LD who do not School Youth who have LD who do not have documentation? have documentation? • Disproportional rates of womenDisproportional rates of women• Minority language populationsMinority language populations• Low-literate adults (disproportional people of Low-literate adults (disproportional people of

color)color)

Where do we find them?Where do we find them?• Job training programsJob training programs• Literacy/LEP programsLiteracy/LEP programs• PrisonsPrisons• Not in standard disability programs.Not in standard disability programs.


These “99% of those with LD” can not These “99% of those with LD” can not fit the standard disability process.fit the standard disability process.

• Under current law, persons with Under current law, persons with disabilities are responsible for self disabilities are responsible for self identifying and asking for identifying and asking for accommodations.accommodations.

• Adult with LD either do not know Adult with LD either do not know they have a disability, or they have a disability, or

• No longer have current No longer have current documentation (was documented in documentation (was documented in school) school)


Most if not all of these persons Most if not all of these persons received no transition servicesreceived no transition services

• They were not in special educationThey were not in special education• They dropped out prior to the start They dropped out prior to the start

of transition servicesof transition services• They were not considered They were not considered

“disabled enough” by transition “disabled enough” by transition service programs service programs

Bottom LineBottom Line Without solid research its hard to really say, Without solid research its hard to really say,

but based on -but based on - The NALS, the NAALS, and the studies The NALS, the NAALS, and the studies

of Welfare and other limited achieving of Welfare and other limited achieving populations indicates that:populations indicates that:

It appears that the majority of those in It appears that the majority of those in adult literacy programs (both English adult literacy programs (both English and ESL) have LD, andand ESL) have LD, and

• Are without any real record of it – or with Are without any real record of it – or with documentation that is “too old” for documentation that is “too old” for current use current use

WHO HAS BEEN MISSEDWHO HAS BEEN MISSED

Clearly the populations that have Clearly the populations that have been missed for definition of LD in been missed for definition of LD in the current system and in current the current system and in current transition servicestransition services

• Low-income populationsLow-income populations• FemalesFemales• Minority Language PopulationsMinority Language Populations

Gender BiasGender Bias

2020thth Report to Congress talks of Report to Congress talks of ongoing Gender Bias in reference to ongoing Gender Bias in reference to Special Education of Females for LD Special Education of Females for LD servicesservices• Presumed issues are:Presumed issues are:

Boys act out moreBoys act out more Boys have LD at a higher rateBoys have LD at a higher rate

• Actual Issue includes – Diagnostic Tests Actual Issue includes – Diagnostic Tests are Gender Biasedare Gender Biased

Gender BiasGender Bias

Reading Disorder Require a Reading Failure of 1.5 Deviation from the Mean

Mean

True Girl Mean

True BoyMean

1.5 SD

How farGirlsHave toFall

How farBoys haveTo Fall

Since Girls learn to read earlier and better then boys

Identifying LD in Minority LanguagesIdentifying LD in Minority Languages

Allyn, and Bacon in Allyn, and Bacon in Selective Cross-battery Selective Cross-battery Assessments: Guideline for Culturally and Assessments: Guideline for Culturally and Linguistically Diverse Populations Linguistically Diverse Populations (Intelligence Test Desk Reference(Intelligence Test Desk Reference (McGraw (McGraw & Flanagan, ed.), state that & Flanagan, ed.), state that

““Assessment of the cognitive Assessment of the cognitive capabilities of individuals from capabilities of individuals from culturally and linguistically culturally and linguistically diverse populations” is “one of diverse populations” is “one of the most difficult tasks facing the most difficult tasks facing psychologist todaypsychologist today.”.”

Changing View of Disabilities and Changing View of Disabilities and WorkplaceWorkplace – LEP and LD – What the – LEP and LD – What the

Research is ShowingResearch is Showing

What is the real percentage of overlap?

Research showing that perhaps as high as 25%

Learning Disabilities

Limited English Proficiency (LEP)

Undiagnosed LD/LEP Population

THE THREE USES OF THE THE THREE USES OF THE TERMTERM

LD - Learning Differences

LD - Learning DifficultiesLD - Learning Disabilities

LLDD

Who is Covered by Who is Covered by Civil Rights LawsCivil Rights Laws

Only persons with disabilities are covered Only persons with disabilities are covered by civil rights laws.by civil rights laws.

• There is no civil rights protection for having a There is no civil rights protection for having a learning difference. learning difference.

• There is no civil rights protection for have learning There is no civil rights protection for have learning difficultiesdifficulties

• There is civil rights protection for having a disability - There is civil rights protection for having a disability - including learning disabilities, if there if proof of the including learning disabilities, if there if proof of the disabilitydisability

Therefore, under current structure … Most of Therefore, under current structure … Most of those with LD are not covered those with LD are not covered

FEDERAL CIVIL RIGHTS LAWS FOR FEDERAL CIVIL RIGHTS LAWS FOR DISABILITY ISSUESDISABILITY ISSUES

THE REHABILITATION ACT OF THE REHABILITATION ACT OF 1973/SECTION 5041973/SECTION 504

INDIVIDUALS WITH DISABILITIES INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA 1990/97) EDUCATION ACT (IDEA 1990/97) (FORMERLY- PUBLIC LAW 94-142 (FORMERLY- PUBLIC LAW 94-142

THE AMERICANS WITH DISABILITIES THE AMERICANS WITH DISABILITIES ACT OF 1990ACT OF 1990

WORKFORCE INVESTMENT ACT OF WORKFORCE INVESTMENT ACT OF 1998/SEC.1881998/SEC.188

Not Entitled to Reasonable Not Entitled to Reasonable AccommodationsAccommodations

In Federal law "reasonable accommodations," is In Federal law "reasonable accommodations," is defined as meaning: modifications or adjustments . defined as meaning: modifications or adjustments . . . that enable a qualified individual with disability . . that enable a qualified individual with disability

to perform the essential functions (of the job to perform the essential functions (of the job or activity).or activity). {ADA regulation. Section 1630.2(o)}{ADA regulation. Section 1630.2(o)}

A qualified individual meansA qualified individual means an individual with a an individual with a disability who . . . with or without reasonable disability who . . . with or without reasonable accommodations, can perform the essential accommodations, can perform the essential functions (of the activity).functions (of the activity). {ADA regulation Section 1630.2(m){ADA regulation Section 1630.2(m)

New Paradigm of Learning New Paradigm of Learning Disabilities - Why We Really Need Disabilities - Why We Really Need

to Knowto Know

The LD affects other disabilities…

The adult with LD has protections under

the ADA.

The LD affects AD/HD…

The LD affects social skills…

The LD affects problem solving skills…

The LD affects workplace skills…

The LD affects child care…

The LD affects transportation…

The LD affects mental health and

depression…

The LD affects literacy skills…

The LD affects the family…

The LD affects employment…

Why We Really Need to KnowWhy We Really Need to KnowCritical Factors for Success of Critical Factors for Success of

Persons with DisabilitiesPersons with Disabilities

Self Awareness - understanding of having a Self Awareness - understanding of having a disability.disability.

Understanding of laws and protections Understanding of laws and protections under the laws and, under the laws and,

Accessing assistive technology and other Accessing assistive technology and other accommodations. accommodations. • Office of Disability and Employment Policy Office of Disability and Employment Policy

(ODEP) http://www.dol.gov/odep/(ODEP) http://www.dol.gov/odep/

Critical Factors for Success of Critical Factors for Success of Persons with DisabilitiesPersons with Disabilities

Most adults and older teens with Learning Most adults and older teens with Learning Disabilities are not self awareness Disabilities are not self awareness • do not have an understanding that they have a do not have an understanding that they have a

disability.disability.• do not understand disability laws and protections do not understand disability laws and protections

offered under these laws, and offered under these laws, and • are not able to access assistive technology and other are not able to access assistive technology and other

accommodations.accommodations.

• They don’t fit into the standard models They don’t fit into the standard models for successfor success

--- --- Accommodations and Age ---Accommodations and Age ---Findings of Sally Shaywitz (Lead NICHD Findings of Sally Shaywitz (Lead NICHD

Researcher)Researcher)

Literacy Training

Accommodations

Childhood Adulthood

What is Needed to Diagnose LDWhat is Needed to Diagnose LD

Diagnostics for LD need to be conducted by Diagnostics for LD need to be conducted by professional psychologist or psychiatristprofessional psychologist or psychiatrist

There are two main diagnostic approachesThere are two main diagnostic approaches

Educational Psychological (ED-PSYC)Educational Psychological (ED-PSYC)Neurological Psychological (NERUO-Neurological Psychological (NERUO-

PSYC)PSYC)

What is Needed to Diagnose LDWhat is Needed to Diagnose LD

Different “settings’ require different types of evaluationsDifferent “settings’ require different types of evaluationsIf a new diagnostic is needed, the type should be based on If a new diagnostic is needed, the type should be based on

consumer need. consumer need.

Educational Psychological (ED-PSYC)Educational Psychological (ED-PSYC)K-12, Adult Education programs, Community K-12, Adult Education programs, Community

Colleges, most Four-Year Colleges.Colleges, most Four-Year Colleges.Neurological Psychological (NEURO-PSYC)Neurological Psychological (NEURO-PSYC)

Vocational Rehabilitation, most job training Vocational Rehabilitation, most job training programs, most employment settings.programs, most employment settings.GED requires its own testing requirements (Form L-15) that GED requires its own testing requirements (Form L-15) that has elements of both Ed-Psycs and Neuro-Psycs)has elements of both Ed-Psycs and Neuro-Psycs)

The Key Diagnostic Testing Tool The Key Diagnostic Testing Tool for Spanish for Spanish

The Woodcock-Muñoz Psycho-The Woodcock-Muñoz Psycho-educational Battery or in Spanish, educational Battery or in Spanish, “Bateria Woodcock-Muñoz Revisada.” “Bateria Woodcock-Muñoz Revisada.” • The Cognitive Battery is named Pruebas de The Cognitive Battery is named Pruebas de

habilidad congitiva (tests of cognitive habilidad congitiva (tests of cognitive ability) ability)

• The achievement battery is the “Pruebas de The achievement battery is the “Pruebas de aprovechamiento” (tests of achievement).aprovechamiento” (tests of achievement).

Administering all the sub-tests of the Administering all the sub-tests of the Pruebas de Habilidad Cognitiva would Pruebas de Habilidad Cognitiva would involve up to 4 hours of testing.involve up to 4 hours of testing.

Percentage Within Sub Groups Percentage Within Sub Groups of Youth and Adults with LDof Youth and Adults with LD

IIf we look at the overall LD population, (both f we look at the overall LD population, (both those identified and those not identified) we those identified and those not identified) we find that in school and right after school, of find that in school and right after school, of those with LD:those with LD:

Identified and successful - Identified and successful - Apx. 5%, perhaps as high as 10% Apx. 5%, perhaps as high as 10%

Identified and unsuccessful - Identified and unsuccessful - Apx. 25- 30% Apx. 25- 30%

Out of school, previously and Out of school, previously and continuingly, not identified -continuingly, not identified -

Apx. 65%Apx. 65%

What Can We Do?What Can We Do? Hey, were just little literacy programsHey, were just little literacy programs We don’t have control of state We don’t have control of state

programs and agendasprograms and agendas We have to follow the curriculum We have to follow the curriculum We can’t afford to get diagnosticsWe can’t afford to get diagnostics The student doesn’t want to know The student doesn’t want to know

about it – shame, denial, bad about it – shame, denial, bad memories of special educationmemories of special education

UNIVESAL DESIGNUNIVESAL DESIGN

The general core of the “universal” The general core of the “universal” concept developed in the 1960’s, can concept developed in the 1960’s, can simply be stated as:simply be stated as:

If “things” (buildings and services) If “things” (buildings and services) are planned with the needs of are planned with the needs of persons with disabilities taken into persons with disabilities taken into consideration, then all persons consideration, then all persons benefit.benefit.

Unintended ConsequencesUnintended Consequences

Most of the Use of Disabilities Most of the Use of Disabilities Interventions are not by people with Interventions are not by people with Disabilities Disabilities

Closed Captioning (bars and Closed Captioning (bars and bedrooms)bedrooms)

Curb Cuts (Bike riders and baby Curb Cuts (Bike riders and baby carriages carriages

Books on Tape (Everyone with a CD Books on Tape (Everyone with a CD player in the Car)player in the Car)

UNIVESAL DESIGNUNIVESAL DESIGN

The Core Principles of UD are:The Core Principles of UD are: Equitable Use: Equitable Use: Useful and marketable to Useful and marketable to

people with diverse abilities. people with diverse abilities. Flexibility in Use:Flexibility in Use: Accommodates a wide Accommodates a wide

range of individual preferences and range of individual preferences and abilities. abilities.

Simple and Intuitive Use: Simple and Intuitive Use: Easy to Easy to understand, regardless of the user’s understand, regardless of the user’s experience, knowledge, language skills, or experience, knowledge, language skills, or current concentration level. current concentration level.

UNIVESAL DESIGNUNIVESAL DESIGNThe Core Principles of UD are:The Core Principles of UD are: Perceptible Information:Perceptible Information: Communicates Communicates

necessary information to the user, regardless of necessary information to the user, regardless of ambient conditions or the user’s sensory abilities. ambient conditions or the user’s sensory abilities.

Tolerance for Error:Tolerance for Error: Minimizes hazards and the Minimizes hazards and the adverse consequences of accidental or adverse consequences of accidental or unintended actions. unintended actions.

Low Physical Effort:Low Physical Effort: Can be used efficiently and Can be used efficiently and comfortably and with a minimum of fatigue. comfortably and with a minimum of fatigue.

Size and Space for Approach and Use: Size and Space for Approach and Use: Appropriate size and space is provided for Appropriate size and space is provided for approach, reach, manipulation, and use approach, reach, manipulation, and use regardless of user’s body size, posture, or regardless of user’s body size, posture, or mobility.mobility.

UNIVESAL DESIGNUNIVESAL DESIGNAcceptance in the general One Stop world …Acceptance in the general One Stop world …

Wisconsin has developed state-wide standards for One-Stop Wisconsin has developed state-wide standards for One-Stop Centers that include many of the concepts of universal Centers that include many of the concepts of universal access. access. http://www.dwd.state.wi.us/dws/staff/jc_standards_ta_notes.http://www.dwd.state.wi.us/dws/staff/jc_standards_ta_notes.htmhtm

Rhode Island has instituted a wide range program to assure Rhode Island has instituted a wide range program to assure incorporating the universal access approach through a incorporating the universal access approach through a number of partnerships, training efforts, and designated number of partnerships, training efforts, and designated staff.staff.

http://www.onestoptoolkit.org/profile_RhodeIsland.cfm http://www.onestoptoolkit.org/profile_RhodeIsland.cfm [1][1]

[1][1] For an overview of other state activities in Universal For an overview of other state activities in Universal Access efforts see:Access efforts see:

http://www.onestoptoolkit.org/statelocal.cfm and (youth http://www.onestoptoolkit.org/statelocal.cfm and (youth website) website)

Universal Design Model Universal Design Model in Adult Literacyin Adult Literacy

Treat everyone as if they have LD Treat everyone as if they have LD and teach them as if they were LD – and teach them as if they were LD – without ever calling it LD. without ever calling it LD. • Give them intensive phonics training Give them intensive phonics training • Give them assistive technology from the Give them assistive technology from the

start – including tape (CD) where they start – including tape (CD) where they can learn on their own (addressing can learn on their own (addressing Information Deficit Disorder)Information Deficit Disorder)

• Give them the accommodations they Give them the accommodations they need to pass the GED in training for the need to pass the GED in training for the GED (extended time, calculator, etc.)GED (extended time, calculator, etc.)

Universal Design Model Universal Design Model – In Adult Literacy– In Adult Literacy

Treat everyone as if they have LD Treat everyone as if they have LD and teach them as if they were LD – and teach them as if they were LD – without ever calling it LD. without ever calling it LD.

• Fight the powers that be where you can Fight the powers that be where you can … challenge the GED rules … get the … challenge the GED rules … get the high school documentation if it exists high school documentation if it exists

• Don’t be passive … be aggressive with Don’t be passive … be aggressive with both the student and the system both the student and the system

Customize, Customize, Customize, Customize, CustomizeCustomize

UD does not mean one size fits all – (we make UD does not mean one size fits all – (we make everything open and were done) everything open and were done)

UD means meeting the individualized needs of UD means meeting the individualized needs of each student based on student needs and each student based on student needs and timeframe and evaluationtimeframe and evaluation

• Intake is key and - use of validated screening for LD Intake is key and - use of validated screening for LD should be done at intakeshould be done at intake

• Stop TABEing everyone to death … also useStop TABEing everyone to death … also use screens for phonemic awarenessscreens for phonemic awareness short term memory recallshort term memory recall sequencing issuessequencing issues auditory processing auditory processing basic vision and hearingbasic vision and hearing

Lessons for Adult Literacy from UDLessons for Adult Literacy from UD- Focus on Customers Needs- Focus on Customers Needs

What are the immediate needs of the student? What are the immediate needs of the student? (Identified or not)(Identified or not)• Get a GED? Get a GED? • Get a Job ?Get a Job ?• Avoid Dropping out?Avoid Dropping out?• Is testing needed for these goals?Is testing needed for these goals?

What are the long-term goals?What are the long-term goals?• Go to CollegeGo to College• Be successful in work?Be successful in work?• Is testing needed for these goals?Is testing needed for these goals?

What is the student’s time-frame?What is the student’s time-frame?• http://www.design.ncsu.edu/cud/http://www.design.ncsu.edu/cud/

Greatest Barrier to SuccessGreatest Barrier to Success In adults (and youth out of school) the greatest In adults (and youth out of school) the greatest

barrier to success may not be low-literacy per barrier to success may not be low-literacy per say, butsay, but• Information Deficit DisorderInformation Deficit Disorder

While everyone was trying to teach them While everyone was trying to teach them how to read … they didn’t teach them how to read … they didn’t teach them what everyone else was learning …what everyone else was learning …So they do not have the same base of So they do not have the same base of knowledge as others with which they are knowledge as others with which they are competingcompeting

So while we are trying to teach them to So while we are trying to teach them to read (again) we really should be giving read (again) we really should be giving them information in the manner they can them information in the manner they can manage to learn and be more manage to learn and be more competitive. competitive.

How Do We Translate How Do We Translate To Adult LiteracyTo Adult Literacy

We have to follow the existing rules We have to follow the existing rules

We have to collect data for NRSWe have to collect data for NRS We need to show gainWe need to show gain You need “proof of disability” to give You need “proof of disability” to give

the accommodations the accommodations We can’t afford testing (so best to We can’t afford testing (so best to

ignore the issue?) ignore the issue?)

How Do We Translate To Adult LiteracyHow Do We Translate To Adult Literacy

Yes - We have to follow the existing rules –Yes - We have to follow the existing rules –

but what really are the rules? but what really are the rules? We have to collect data for NRS – yes - but We have to collect data for NRS – yes - but

so what? so what? • Report the rates found –keep second Report the rates found –keep second

book on screened and suspected rates book on screened and suspected rates (building the case for more recognition)(building the case for more recognition)

We need to show gain - yesWe need to show gain - yes• The is nothing in the rules that says you The is nothing in the rules that says you

can not measure gain using can not measure gain using “accommodations” – so since they don’t “accommodations” – so since they don’t say you can’t, you can … say you can’t, you can …


Yes - We have to follow the existing Yes - We have to follow the existing rules – but what really are the rules? rules – but what really are the rules?

You need “proof of disability” to give You need “proof of disability” to give the accommodations the accommodations • No you don’t – adult literacy is not No you don’t – adult literacy is not

required to do so in how it gives required to do so in how it gives services … It is needed for GED or services … It is needed for GED or CC but not in adult literacy - call it CC but not in adult literacy - call it “teaching methods” and your “teaching methods” and your coveredcovered


Yes - We have to follow the existing rules- but Yes - We have to follow the existing rules- but what really are the rules? what really are the rules?

We can’t afford testing (so best to ignore the We can’t afford testing (so best to ignore the issue?) issue?)

• Testing not actually required in Adult Literacy – for in Testing not actually required in Adult Literacy – for in house service interventionshouse service interventions

• Testing needed for GED or Community CollegesTesting needed for GED or Community Colleges Multiple ways to get the testing for those who really Multiple ways to get the testing for those who really

need it …need it …• Use the internet with Puerto Rico VR … for Use the internet with Puerto Rico VR … for

Spanish speaking diagnostics Spanish speaking diagnostics

So go ahead … Based on UD Principles provide So go ahead … Based on UD Principles provide the services as if there was a disability. the services as if there was a disability.

Treat Everyone Like Having A Treat Everyone Like Having A Disability, But ….Disability, But ….

For some students, with certain goals, just For some students, with certain goals, just treating them like the have a disability will meet treating them like the have a disability will meet their needs ..their needs ..

• But if they have goals that require But if they have goals that require documentation … Adult literacy should documentation … Adult literacy should see themselves as the see themselves as the

Source for more information and,Source for more information and, Conduit for the student’s greater need for Conduit for the student’s greater need for

services and documentation services and documentation • We must end the smokestack mentalityWe must end the smokestack mentality

Lessons from UD – Lessons from UD – Focus on Customers NeedsFocus on Customers Needs

Student With Different Background Need Student With Different Background Need Different InformationDifferent Information

For the Student - previously unidentified with LD – For the Student - previously unidentified with LD – but show indications and have shown LD through but show indications and have shown LD through screening screening

Would knowledge that they have LD impact Would knowledge that they have LD impact • the student’s goals? the student’s goals? • the student’s time-frame? If so, how?the student’s time-frame? If so, how?

Would knowledge of the LD open up additional Would knowledge of the LD open up additional resources? resources?

If so, what are these resources?If so, what are these resources? Can the program get them tested in time?Can the program get them tested in time?

Lessons for UD Model - Focus on Lessons for UD Model - Focus on Customers NeedsCustomers Needs

Student With Different Background Need Student With Different Background Need Different InformationDifferent Information

For Programs - For Programs - For previously unidentified with LD – For previously unidentified with LD – but show indications and have shown but show indications and have shown LD through screening LD through screening • Would the knowledge that they have LD Would the knowledge that they have LD

impact the programs approach to literacy impact the programs approach to literacy training (and if not, why?)training (and if not, why?)

Under A UD model – (not one size fits Under A UD model – (not one size fits all) it should make little difference - all) it should make little difference -

Lessons for Adult Literacy- Lessons for Adult Literacy- Focus on Customers Needs – Focus on Customers Needs –

Other Sources If Needed ..Other Sources If Needed ..Student With Different Background Need Different InformationStudent With Different Background Need Different Information

If a record of Special EDIf a record of Special ED

Do they really have an understanding of LD, Do they really have an understanding of LD, Do they understand the difference between IDEA and ADA Do they understand the difference between IDEA and ADA

and how that will impact the workplace and/or in college ? and how that will impact the workplace and/or in college ?

For Student with goals of the GED and College - For Student with goals of the GED and College -

Do they have the documentation from school needed to Do they have the documentation from school needed to maintain their status as a person with a disability out side of maintain their status as a person with a disability out side of the school?the school?

Are they aware of the models of success that have been Are they aware of the models of success that have been developed for their futures based on disability approaches?developed for their futures based on disability approaches?

Legal Rights – Not a New BarrierLegal Rights – Not a New Barrier

Adult Literacy is covered under Workforce Adult Literacy is covered under Workforce Investment Act (WIA) of 1998, Section 188, Investment Act (WIA) of 1998, Section 188, which requires nondiscrimination based on which requires nondiscrimination based on disabilitydisability• These rules need to be addressed in service These rules need to be addressed in service

modelsmodels However. the lack of ability to prove However. the lack of ability to prove

disability should not prevent appropriate disability should not prevent appropriate services.services.• This is the message of Universal Design for This is the message of Universal Design for

Adult Literacy Adult Literacy

Real Compliance Real Compliance Title II of the ADATitle II of the ADA

……(2(2) The term qualified individual with a disability means ) The term qualified individual with a disability means an individual with a disability who,an individual with a disability who,

• with or without reasonable modifications to rules, with or without reasonable modifications to rules, policies, or practices, the removal of architectural, policies, or practices, the removal of architectural, communication, or transportation barriers, or the communication, or transportation barriers, or the provision of auxiliary aids and services, provision of auxiliary aids and services,

• meets the essential eligibility requirements for the meets the essential eligibility requirements for the receipt of services or the participation in programs receipt of services or the participation in programs or activities provided by a public entity.or activities provided by a public entity.

AddendumsAddendums

NICHD Research on LD NICHD Research on LD Federal Definition of DisabilityFederal Definition of Disability Definitions of LDDefinitions of LD

• IDEAIDEA• VRVR• NJCLDNJCLD

Known Causes of LDKnown Causes of LD Subtypes of LDSubtypes of LD Intervention modelsIntervention models ResourcesResources

New Research - Roots of “No Child New Research - Roots of “No Child Left Behind”Left Behind”

In 1984 A report to Congress on Learning In 1984 A report to Congress on Learning Disabilities basically said no one agrees on Disabilities basically said no one agrees on definition, demographics and impact.definition, demographics and impact.

Congress commissioned National Institute Congress commissioned National Institute for Child and Human Development for Child and Human Development (NICHD) to conduct research to answers (NICHD) to conduct research to answers questions on LDquestions on LD

Colorado LDRSDeFries

UC Irvine

University of Washington LDRCBerninger

Boy’s TownSmith

Yale MethodologyFletcher

U. Houston RxFoorman

Florida State RxTorgesen

U, Florida RxM Morris

Georgia State RxR Morris

Toronto RxLovett

Bowman Gray DyslexiaWood

Jogn Hopkins LDRCDenckla

SUWY-AlbanyVellutino

Yale DyslexiaShaywitz

Yale LDRCShaywitz

Beth Israel DyslexiaGalaburtaSyracuse U

Blackman

Tufts RxWaber

NICHD LD Research Network

FINDINGS OF NIH RESEARCH IN THE FINDINGS OF NIH RESEARCH IN THE AREA OF LEARNING DISABILITIES AREA OF LEARNING DISABILITIES

(1987-97)(1987-97)

RATE: 17% of the population has a reading RATE: 17% of the population has a reading disabilitydisability

CRITICAL DEFICIT: Specific deficits within CRITICAL DEFICIT: Specific deficits within the language system concerning processing of the language system concerning processing of sound (phonemic awareness); damage in links to sound (phonemic awareness); damage in links to area of brain involved in reading processarea of brain involved in reading process

FINDINGS OF NIH RESEARCH IN THE AREA FINDINGS OF NIH RESEARCH IN THE AREA OF LEARNING DISABILITIES (1987-97)OF LEARNING DISABILITIES (1987-97)

No significant gender differentialNo significant gender differential Persistence of reading disabilities Persistence of reading disabilities

into adulthoodinto adulthood Early identification and Early identification and

intervention based on multiple intervention based on multiple approaches lessen impact of approaches lessen impact of impairmentimpairment

NIH RESEACH SUGGESTS MAJOR NIH RESEACH SUGGESTS MAJOR SERVICE GAPSERVICE GAP

NIH is finding 17%NIH is finding 17% Schools are identifying 5%Schools are identifying 5%

Two thirds of persons with LD have not been Two thirds of persons with LD have not been getting services in schools getting services in schools

• They have gone through unidentified and un-They have gone through unidentified and un-served.served.

• Who are they?Who are they?

Part of the Problem - Traditional Part of the Problem - Traditional Paradigm of Adults with LDParadigm of Adults with LD

Hoffmann et al. (1987) describes the Hoffmann et al. (1987) describes the “typical learning disabled adult” “typical learning disabled adult” subject in his studies as:subject in his studies as:

an unemployed, unmarried 23-year an unemployed, unmarried 23-year old white maleold white male

who had graduated from high schoolwho had graduated from high school

Traditional Paradigm of Adults with Traditional Paradigm of Adults with LD (cont.)LD (cont.)

Hoffmann et al. (1987) describes the “typical Hoffmann et al. (1987) describes the “typical learning disabled adult” subject in his learning disabled adult” subject in his studies as:studies as:

who had received some form of specialized who had received some form of specialized educationeducation

who had previously been labeled learning who had previously been labeled learning disabled, anddisabled, and

who was being supported by his parentswho was being supported by his parents

New Paradigm on Make-up of New Paradigm on Make-up of Adults with LD.Adults with LD.

UNLIKE - Hoffmann et al. (1987) “typical UNLIKE - Hoffmann et al. (1987) “typical learning disabled adult” we now see that learning disabled adult” we now see that adults with LD can be:adults with LD can be:

any age - and struggling with work, or any age - and struggling with work, or educationeducation

of any color or race, with a greater of any color or race, with a greater chance for minorities based on poverty.chance for minorities based on poverty.

who HAS NOT graduated from high who HAS NOT graduated from high schoolschool

New Paradigm on Make-up of New Paradigm on Make-up of Adults with LD. (cont.)Adults with LD. (cont.)

UNLIKE - Hoffmann et al. (1987) UNLIKE - Hoffmann et al. (1987)

“typical learning disabled adult” we “typical learning disabled adult” we now see that adults with LD can be:now see that adults with LD can be:

who HAS NOT received some form who HAS NOT received some form of specialized educationof specialized education

who HAS NOT previously been who HAS NOT previously been labeled learning disabled, andlabeled learning disabled, and

who was on TANF, in job training who was on TANF, in job training programs of all kinds, at work, in programs of all kinds, at work, in college - etc. college - etc.

The Operative Word in “Learning The Operative Word in “Learning Disabilities is “Disabilities”Disabilities is “Disabilities”

In order to understand In order to understand Learning Disabilities we Learning Disabilities we need to first understand need to first understand disabilitiesdisabilities

Federal Definition of Disability Federal Definition of Disability for purpose of Civil Rightsfor purpose of Civil Rights

A physical or mental impairment that A physical or mental impairment that substantially limits one or more of the substantially limits one or more of the major life activities of such individualmajor life activities of such individual

A record of such an impairmentA record of such an impairment Being regarded as having such and Being regarded as having such and

impairment.impairment.

ADA Regulations 1630.2 - DefinitionADA Regulations 1630.2 - Definition

Federal Definition of Physical or Federal Definition of Physical or Mental ImpairmentMental Impairment

Any physiological disorder, or Any physiological disorder, or condition, cosmetic disfigurement, or condition, cosmetic disfigurement, or anatomical loss affecting one or more anatomical loss affecting one or more of the following body systems: of the following body systems: neurological, musculoskeletal, special neurological, musculoskeletal, special sense organs, respiratory, sense organs, respiratory, cardiovascular, reproductive, cardiovascular, reproductive, digestive, genito-urinary, memic and digestive, genito-urinary, memic and lymphatic, skin and endocrine, or lymphatic, skin and endocrine, or • ADA Regulations 1630.2, DefinitionADA Regulations 1630.2, Definition

Federal Definition of Physical or Federal Definition of Physical or Mental ImpairmentMental Impairment

Any mental or psychological Any mental or psychological disorder, such as mental disorder, such as mental retardation, organic brain retardation, organic brain syndrome, emotional or mental syndrome, emotional or mental illness and specific learning illness and specific learning disabilitiesdisabilities

ADA Regulations 1630.2, DefinitionADA Regulations 1630.2, Definition

Federal Definition of Major Life Federal Definition of Major Life ActivityActivity

Functions such as:Functions such as:

caring for oneselfcaring for oneself

performing manual tasks performing manual tasks

walking seeingwalking seeing

hearing speakinghearing speaking

breathing learningbreathing learningworking working ADA REGS 1630.2 DEFINITIONSADA REGS 1630.2 DEFINITIONS

Federal Definition of “Substantially Federal Definition of “Substantially Limits: Limits: ADA Regs. 1630.2 DefinitionsADA Regs. 1630.2 Definitions

1) 1) Unable to perform a major life activity that the Unable to perform a major life activity that the average person in the general population can average person in the general population can perform, or:perform, or:

2) Significantly restricted as to the condition 2) Significantly restricted as to the condition manner or duration under which an individual manner or duration under which an individual can perform a particular major live activities as can perform a particular major live activities as compared to the conditions manner or duration compared to the conditions manner or duration under which the average person in the general under which the average person in the general population can perform that same major life population can perform that same major life activityactivity

WITH RESPECT TO THE MAJOR LIFE ACTIVITY WITH RESPECT TO THE MAJOR LIFE ACTIVITY OF "WORKING" THE FEDERAL DEFINITION OF OF "WORKING" THE FEDERAL DEFINITION OF

SUBSTANTIALLY LIMITS ISSUBSTANTIALLY LIMITS IS

Significantly restricted in the ability to perform Significantly restricted in the ability to perform either a class of jobs or a broad range of jobs in either a class of jobs or a broad range of jobs in various classes as compared to the average various classes as compared to the average person having comparable training skills and person having comparable training skills and abilities. abilities.

The inability to perform a single particular job The inability to perform a single particular job does not constitute a substantial limitation in the does not constitute a substantial limitation in the

major life activity of working.major life activity of working. AMERICANS WITH DISABILITIES ACT REGULATIONS 1630.2 AMERICANS WITH DISABILITIES ACT REGULATIONS 1630.2

DEFINITIONDEFINITION

““Specific Learning Disability” in the Specific Learning Disability” in the Individuals with Disabilities Individuals with Disabilities

Education Act (IDEA)Education Act (IDEA)

The term 'specific learning disability' means a disorder in The term 'specific learning disability' means a disorder in one or more of the basic psychological processes involved one or more of the basic psychological processes involved in understanding or in using language, spoken or written, in understanding or in using language, spoken or written, which disorder may manifest itself in imperfect ability to which disorder may manifest itself in imperfect ability to listen, think, speak, read, write, spell or do mathematical listen, think, speak, read, write, spell or do mathematical calculations. calculations.

The term includes such conditions as perceptual disabilities, The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and brain injury, minimal brain dysfunction, dyslexia and developmental aphasia. developmental aphasia.

The term does not include a learning problem that is The term does not include a learning problem that is primarily the result of visual, hearing or motor disabilities; primarily the result of visual, hearing or motor disabilities; of mental retardation; of emotional disturbance; or of of mental retardation; of emotional disturbance; or of environmental, cultural, or economic disadvantage. [34 CFR environmental, cultural, or economic disadvantage. [34 CFR 300.7(c)]300.7(c)]

Vocational Rehabilitation Services Vocational Rehabilitation Services Administration - DefinitionAdministration - Definition

VR defines LD as: VR defines LD as: A specific learning disability is a A specific learning disability is a

disorder in one or more of the central disorder in one or more of the central nervous system processes involved innervous system processes involved in• perceiving, understanding, and/or perceiving, understanding, and/or

using concepts through using concepts through • verbal (spoken or written) verbal (spoken or written)

language or non- verbal means. language or non- verbal means.

Vocational Rehabilitation Services Vocational Rehabilitation Services Administration - DefinitionAdministration - Definition

VR defines LD as:VR defines LD as: This disorder manifests itself with a deficit in one This disorder manifests itself with a deficit in one

or more of the following areas:or more of the following areas:

• attention, - reasoning, attention, - reasoning, • processing, - memory,processing, - memory,• communication, - reading, communication, - reading, • writing, - spelling, writing, - spelling, • calculation, - coordination,calculation, - coordination,• social competence, and social competence, and • emotional maturity.emotional maturity.

National Joint Committee on Learning National Joint Committee on Learning Disabilities (NJCLD) Disabilities (NJCLD)

(definition revised 1994)(definition revised 1994) ““Learning disabilities” is a general term that Learning disabilities” is a general term that

refers to a heterogeneous group of disorders refers to a heterogeneous group of disorders manifested by significant difficulties in the manifested by significant difficulties in the acquisition and use of listening, speaking, reading, acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. writing, reasoning, or mathematical abilities.

These disorders are intrinsic to the individual, These disorders are intrinsic to the individual, presumed to be due to central nervous system presumed to be due to central nervous system dysfunction, and may occur across the life span...dysfunction, and may occur across the life span...

National Joint Committee on Learning National Joint Committee on Learning Disabilities (NJCLD) (Definition revised Disabilities (NJCLD) (Definition revised

1994) 1994)Although learning disabilities may occur Although learning disabilities may occur concomitantly with other handicapping conditions concomitantly with other handicapping conditions

• (for example: sensory impairments, mental (for example: sensory impairments, mental retardation, or serious emotional disturbance) or retardation, or serious emotional disturbance) or with extrinsic influences (such as cultural with extrinsic influences (such as cultural differences, insufficient or inappropriate differences, insufficient or inappropriate instruction), instruction),

they are not the result of those conditions or they are not the result of those conditions or influences. influences.

Every Child a Learner: Reducing Risks of Every Child a Learner: Reducing Risks of Learning Impairment During Pregnancy and Learning Impairment During Pregnancy and

InfancyInfancy, , Newman and Buka, 1990Newman and Buka, 1990

The causes of learning impairments are:The causes of learning impairments are:1) low birth-weight, 1) low birth-weight, 2) prenatal alcohol exposure, 2) prenatal alcohol exposure,

3) maternal smoking, 3) maternal smoking, 4) prenatal exposure to drugs, 4) prenatal exposure to drugs,

5) lead poisoning, 5) lead poisoning, 6) child abuse and neglect, and 6) child abuse and neglect, and 7) malnutrition.7) malnutrition.

Genetic Defects Birth trauma Endocrine gland dysfunction DietLead poisoning Oxygen deprivation Accidents Toxins Chronic illness (ear infections, etc.)Early childhood high feversPre-natal malnutritionMaternal substance abuse US Dept of Labor -1991

Chemicals in the environment come under scrutiny as the

number of childhood learning problems soars!

New evidence points to a link between

environmental poisons and learning disabilities.

Kids at Risk!

June 19, 2000

TYPES OF LEARNING DISABILITIES TYPES OF LEARNING DISABILITIES

((From “Steps to Independent Living” by Dale From “Steps to Independent Living” by Dale Brown)Brown)

ACADEMIC DIFFICULTIES: ACADEMIC DIFFICULTIES: DYSLEXIA - INABILITY OR DYSLEXIA - INABILITY OR

REDUCED ABILITY TO READ REDUCED ABILITY TO READ DYSCALCULIA - INABILITY OR DYSCALCULIA - INABILITY OR

REDUCED ABILITY TO DO MATHREDUCED ABILITY TO DO MATH DYSGRAPHIA - INABILITY OR DYSGRAPHIA - INABILITY OR

REDUCED ABILITY TO WRITEREDUCED ABILITY TO WRITE

TYPES OF LEARNING DISABILITIES TYPES OF LEARNING DISABILITIES

(From “Steps to Independent Living” by Dale Brown(From “Steps to Independent Living” by Dale Brown

Auditory perceptual problems:Auditory perceptual problems: Auditory discrimination problems Auditory discrimination problems

- (the difference between "th" and- (the difference between "th" and

"F", "m" and "n""F", "m" and "n" Auditory figure-ground problemAuditory figure-ground problem

- (Hearing over background noise)- (Hearing over background noise) Auditory sequencing problemAuditory sequencing problem

- (Hearing 49, instead of 94 or "treats” instead of - (Hearing 49, instead of 94 or "treats” instead of "street""street"

TYPES OF LEARNING DISABILITIES TYPES OF LEARNING DISABILITIES (From “Steps to Independent Living” by Dale Brown(From “Steps to Independent Living” by Dale Brown

Catastrophic response:Catastrophic response:- Involuntary reaction to too many- Involuntary reaction to too many Sights, sounds or extreme Sights, sounds or extreme emotions or other strong stimuli.emotions or other strong stimuli.

Directional problem:Directional problem:- Trouble telling left from right- Trouble telling left from right

Memory problem, short term: Memory problem, short term: - trouble remembering: names, numbers, - trouble remembering: names, numbers,

specific facts, what happened a few specific facts, what happened a few minutes ago.minutes ago.

TYPES OF LEARNING DISABILITIES TYPES OF LEARNING DISABILITIES (From “Steps to Independent Living” by Dale (From “Steps to Independent Living” by Dale

BrownBrown

Tactile perceptual problem: Tactile perceptual problem: Immature tactile system Immature tactile system

- problems with soft touching- problems with soft touching

Tactile defensiveness Tactile defensiveness

- avoiding being touched- avoiding being touched

Tactile discrimination problem Tactile discrimination problem

- problems in determining differences in similar - problems in determining differences in similar objectsobjects

TYPES OF LEARNING DISABILITIES TYPES OF LEARNING DISABILITIES (From “Steps to Independent Living” by Dale (From “Steps to Independent Living” by Dale

BrownBrown

Visual perceptual problemVisual perceptual problem

Visual figure-ground problem Visual figure-ground problem - trouble seeing a specific imagetrouble seeing a specific image

Visual sequencing problem Visual sequencing problem - trouble seeing things in ordertrouble seeing things in order

Visual discrimination problem - Visual discrimination problem - - trouble seeing the difference- trouble seeing the difference Between similar objects (v and u)Between similar objects (v and u)

CCONTINUUM OF NEUROLOGICAL ONTINUUM OF NEUROLOGICAL DISORDERS POSSIBLE WITH LEARNING DISORDERS POSSIBLE WITH LEARNING

DISABILITIES - From Dr. Larry SilverDISABILITIES - From Dr. Larry Silver Language disabilityLanguage disability Motor disabilityMotor disability Attention deficitAttention deficit /Hyperactivity disorder/Hyperactivity disorder Chronic-motor/tic Chronic-motor/tic disorder/Tourettesdisorder/Tourettes Obsessive compulsive disorderObsessive compulsive disorder Compulsive disorderCompulsive disorder

COMORBID PSYCHIATRIC COMORBID PSYCHIATRIC DISORDERSDISORDERS

- From Dr. Larry Silver- From Dr. Larry Silver Internalized:Internalized:

AnxietyAnxiety DepressionDepressionExternalized:Externalized: Oppositional defiant/Oppositional defiant/ conduct disorderconduct disorder Borderline personality Borderline personality

disorderdisorderSubstance abuse:Substance abuse: AlcoholAlcohol DrugsDrugs

Bridges to Practice in Adult Literacy

Bridges to Practice: A Research-based Guide for Literacy Practitioners Serving Adults with Learning Disabilities is the latest publication of AED’s National Adult Literacy and

Learning Disabilities Center. The guide is designed to increase awareness among practitioners in adult literacy programs about learning disabilities, and to help program

leaders make programs more responsive to the needs of adults with learning disabilities. Such adults frequently experience difficulties in reading, getting off welfare,

and finding and keeping jobs.

The product of a five-year collaboration between the Center and the University of Kansas Institute for Research on Learning Disabilities, Bridges to Practice is a

research-based, five-book series that documents "best practices." Tools include four guidebooks, a professional development manual with training agendas and scripts,

transparency and handout masters, and an 11-1/2 minute motivational video, Bridges to Systemic Reform.

Some Contacts Some Contacts National Center on Workforce and Disability National Center on Workforce and Disability

for Adults for Adults ((www.onestops.infowww.onestops.info) )

Collaborative on Workforce and Disability Collaborative on Workforce and Disability for Youth for Youth ( (www.ncwd-youth.infowww.ncwd-youth.info))

Job Accommodation Network (Job Accommodation Network (www.jan.wvu.edu/www.jan.wvu.edu/))

National Institute for Literacy (National Institute for Literacy (www.nifl.govwww.nifl.gov))

NIFL Adult LD site NIFL Adult LD site http://ldlink.coe.utk.edu/http://ldlink.coe.utk.edu/

Some ContactsSome Contacts

Office Of Disability and Employment Office Of Disability and Employment Policy (ODEP) Policy (ODEP) http://www.dol.gov/odep/http://www.dol.gov/odep/

Section 188 Check list Section 188 Check list • http://www.dol.gov/oasam/programs/http://www.dol.gov/oasam/programs/

crc/crc/WIASection188DisabilityChecklist.htmWIASection188DisabilityChecklist.htm

Helping employees with disabilitiesand managers achieve

an adaptive and welcomingPublic Service work environment

The Job Accommodation Network (JAN) is not a job placement service, but an international toll-free consulting service that provides information about job accommodations and the employability

of people with disabilities. JAN also provides information regarding the Americans with Disabilities Act (ADA). Please take a few moments to surf around and find out about our free

services. Click on "Points of Interest" for our table of contents.

Job Accommodation Job Accommodation NetworkNetwork

West Virginia UniversityPO Box 6080

Morgantown, WV 26506-60801-800-526-7234

Learning Disabilities in Adulthood: Learning Disabilities in Adulthood: Selected BibliographySelected Bibliography

Books and ReportsBooks and Reports::Government:Government:

Interagency Committee On Learning Disabilities, Interagency Committee On Learning Disabilities, Learning Disabilities - A Report to the U.S CongressLearning Disabilities - A Report to the U.S Congress (Washington DC: 1987)(Washington DC: 1987)

National Institute for Literacy National Institute for Literacy Bridges to Practice – A Bridges to Practice – A Research- Based Guide for Literacy Practitioners Serving Research- Based Guide for Literacy Practitioners Serving Adults with Learning DisabilitiesAdults with Learning Disabilities (Washington, DC 1999) (Washington, DC 1999)

National Institute for Literacy National Institute for Literacy Learning Disabilities Learning Disabilities Training and Dissemination Training and Dissemination (Washington, DC: 1999)(Washington, DC: 1999)

National Institute for Literacy, National Adult Literacy National Institute for Literacy, National Adult Literacy and Learning Disabilities Center, and Maryland State and Learning Disabilities Center, and Maryland State Department of Education Department of Education Vision for an Ideal System - Vision for an Ideal System - Improving Services to Adults with Learning DisabilitiesImproving Services to Adults with Learning Disabilities (Baltimore: 1997)(Baltimore: 1997)


Office of Family Assistance, Department of Health and Office of Family Assistance, Department of Health and Human Services, and Administration for Children and Human Services, and Administration for Children and Families Families Helping Families Achieve Self-Sufficiency: A Guide Helping Families Achieve Self-Sufficiency: A Guide on Funding Services for Children and on Funding Services for Children and Families Through the Families Through the TANF ProgramTANF Program (Washington, DC 2000) (Washington, DC 2000)

Presidential Task Force on Employment of Adults with Presidential Task Force on Employment of Adults with Disabilities Disabilities Re-charting the Course: First Report of the Re-charting the Course: First Report of the Presidential Task Force on Employment of Adults with Presidential Task Force on Employment of Adults with DisabilitiesDisabilities (Washington, DC: 1998) (Washington, DC: 1998)

Presidential Task Force on Employment of Adults with Presidential Task Force on Employment of Adults with Disabilities Disabilities Recharting the Course: If Not Now, When?Recharting the Course: If Not Now, When? (Washington, DC 1999)(Washington, DC 1999)

United States Department of Education United States Department of Education Twenty-first Annual Twenty-first Annual Report toReport to Congress on the Implementation of the Individuals Congress on the Implementation of the Individuals with Disabilitieswith Disabilities Education ActEducation Act (Washington, DC: 1999) (Washington, DC: 1999)

United States Department of Health and Human Services, United States Department of Health and Human Services, Office of Inspector General. Office of Inspector General. Functional Impairments of AFDC Functional Impairments of AFDC ClientsClients. U.S. Department of Health and Human Services. . U.S. Department of Health and Human Services. (Washington DC: 1992)(Washington DC: 1992)


United States Department of Labor, Employment and United States Department of Labor, Employment and Training Administration, Training Administration, The Learning Disabled in The Learning Disabled in Employment and TrainingEmployment and Training ProgramsPrograms. Research and . Research and Evaluation Report Series 91-E. U.S. Department of Evaluation Report Series 91-E. U.S. Department of Labor (Washington DC: 1991).Labor (Washington DC: 1991).

Private SectorPrivate Sector:: American Educational Research Association American Educational Research Association Standards Standards

for Educational And Psychological Testingfor Educational And Psychological Testing (Washington Dc: 1999)(Washington Dc: 1999)Bowler, Rosemary F. Bowler, Rosemary F. Learning To LearnLearning To Learn (New York: (New York: 1996)1996)

Brown, Dale S. Brown, Dale S. Learning a LivingLearning a Living – – A Guide to Planning A Guide to Planning Your Career and Finding a Job for People with Learning Your Career and Finding a Job for People with Learning Disabilities, Attention Deficit Disorder and DyslexiaDisabilities, Attention Deficit Disorder and Dyslexia (Bethesda, MD: 2000)(Bethesda, MD: 2000)

Brown, Dale, Brown, Dale, Steps to Independence for People with Steps to Independence for People with LearningLearningDisabilitiesDisabilities. (Washington DC: 1980). (Washington DC: 1980)


Prohibition Against Discrimination on the Basis of Disability in the Prohibition Against Discrimination on the Basis of Disability in the Administration of TANF, Office for Civil Rights, U.S. Department of Administration of TANF, Office for Civil Rights, U.S. Department of Health and Human Services, January 2001, available at Health and Human Services, January 2001, available at http://www.hhs.gov/ocr/prohibition.html http://www.hhs.gov/ocr/prohibition.html

Terri S. Thompson, Kelly Mikelson, Screening and Assessment in Terri S. Thompson, Kelly Mikelson, Screening and Assessment in TANF/Welfare-to-Work: Ten Important Questions TANF Agencies and TANF/Welfare-to-Work: Ten Important Questions TANF Agencies and Their Partners Should Consider, Urban Institute, March 2001, available Their Partners Should Consider, Urban Institute, March 2001, available at http://www.urban.org/pdfs/screening_and_assessment_TANF-at http://www.urban.org/pdfs/screening_and_assessment_TANF-WtW.pdf WtW.pdf

Amy Brown, Beyond Work First: How to Help Hard-to-Employ Individuals Amy Brown, Beyond Work First: How to Help Hard-to-Employ Individuals Get Jobs and Succeed in the Workforce: A How-To Guide, Manpower Get Jobs and Succeed in the Workforce: A How-To Guide, Manpower Demonstration Research Corporation, April 2001, available at Demonstration Research Corporation, April 2001, available at http://www.mdrc.orghttp://www.mdrc.org

Michelle K. Derr, Heather Hill, LaDonna Pavetti, Addressing Mental Michelle K. Derr, Heather Hill, LaDonna Pavetti, Addressing Mental Health Problems Among TANF Recipients: A Guide for Program Health Problems Among TANF Recipients: A Guide for Program Administrators, Mathematica Policy Research, July 2000, available at Administrators, Mathematica Policy Research, July 2000, available at http://www.mathematica-mpr.com/PDFs/address_mental.pdf http://www.mathematica-mpr.com/PDFs/address_mental.pdf

Cary LaCheen, Using Title II of the Americans with Disabilities Act on Cary LaCheen, Using Title II of the Americans with Disabilities Act on Behalf of Clients in TANF Programs, Georgetown Journal on Poverty Law Behalf of Clients in TANF Programs, Georgetown Journal on Poverty Law and Policy, Volume VII, Winter 2001; also available on the Welfare Law and Policy, Volume VII, Winter 2001; also available on the Welfare Law Center's website, http://www.welfarelaw.org Center's website, http://www.welfarelaw.org

Eileen P. Sweeney, HHS Guidance Explains How Federal Laws Barring Eileen P. Sweeney, HHS Guidance Explains How Federal Laws Barring Discrimination Against People with Disabilities Apply in State and Discrimination Against People with Disabilities Apply in State and County TANF Programs, Center on Budget and Policy Priorities, County TANF Programs, Center on Budget and Policy Priorities, February 2001, available at http://www.cbpp.org/2-26-01wel.htm February 2001, available at http://www.cbpp.org/2-26-01wel.htm


Fletcher, Todd and Bos, Candace –Fletcher, Todd and Bos, Candace –Helping Individuals With Helping Individuals With Disabilities and Their Families Mexican and U.S. PerspectivesDisabilities and Their Families Mexican and U.S. Perspectives (Tempe, AZ: 1999)(Tempe, AZ: 1999)

GED Testing Service - GED Testing Service - Form L-15 Accommodation Request for Form L-15 Accommodation Request for Learning Disabilities ND/OR Attention Deficit/Hyperactivity Learning Disabilities ND/OR Attention Deficit/Hyperactivity DisorderDisorder

Gerber, Paul J. and Brown, Dale S. Gerber, Paul J. and Brown, Dale S. Learning Disabilities and Learning Disabilities and EmploymentEmployment (Austin: 1997) (Austin: 1997)

Gerber, Paul J. and Henry B. Reiff, Gerber, Paul J. and Henry B. Reiff, Learning Disabilities in Learning Disabilities in Adulthood, Persisting Problems and Evolving IssuesAdulthood, Persisting Problems and Evolving Issues. (Boston: . (Boston: 1994)1994)

Giler, Janet Z. Giler, Janet Z. Socially ADDept, A Manual For Parents and Socially ADDept, A Manual For Parents and Children with ADHD and/or Learning DisabilitiesChildren with ADHD and/or Learning Disabilities (Santa (Santa Barbara, CA 2000)Barbara, CA 2000)

Gregg, Noel, et al, Gregg, Noel, et al, Adults with Learning Disabilities – Adults with Learning Disabilities – Theoretical and Practical PerspectivesTheoretical and Practical Perspectives. (New York: 1996) . (New York: 1996)

Health Resource Center, and The National Adult Literacy and Health Resource Center, and The National Adult Literacy and Learning Disabilities Center, Learning Disabilities Center, National Resources for Adults National Resources for Adults with Learning Disabilitieswith Learning Disabilities. (Washington DC: 1996). (Washington DC: 1996)


Henderson, Cathy Henderson, Cathy College Freshmen With Disabilities College Freshmen With Disabilities Statistical Year Statistical Year (Washington, DC1999) (Washington, DC1999)

Johnson, Doris J., and Jane W. Blalock, Johnson, Doris J., and Jane W. Blalock, Adults With Adults With Learning DisabilitiesLearning Disabilities. (Orlando: 1987).. (Orlando: 1987).

Krasnegor, Norman A., Kavanaugh, James F., Gray, David Krasnegor, Norman A., Kavanaugh, James F., Gray, David B., and Lyon, G. Reid B., and Lyon, G. Reid Better Understanding Learning Better Understanding Learning DisabilitiesDisabilities (Baltimore, MD: 1993) (Baltimore, MD: 1993)

Krupska, Marysia and Klein, Cynthia Krupska, Marysia and Klein, Cynthia Demystifying Dyslexia Demystifying Dyslexia - Raising Awareness and Developing Support for Dyslexic - Raising Awareness and Developing Support for Dyslexic People and AdultsPeople and Adults (London: 1995) (London: 1995)

Latham, Peter, and Patricia, H. Latham, Latham, Peter, and Patricia, H. Latham, Learning Learning Disabilities and theDisabilities and the LawLaw. (Washington DC: 1993). (Washington DC: 1993)

Learning Disabilities Association of America, Learning Disabilities Association of America, Secondary Secondary Education and Beyond - Providing Opportunities for Education and Beyond - Providing Opportunities for Students with Learning DisabilitiesStudents with Learning Disabilities. (Pittsburgh: 1995). (Pittsburgh: 1995)

Lyon, Reid G., Lyon, Reid G., Frames of Reference for the Assessment of Frames of Reference for the Assessment of Learning Disabilities - New Views on Measurement IssuesLearning Disabilities - New Views on Measurement Issues. . (Baltimore:1994)(Baltimore:1994)

•Keyboard Alternatives•Keyboard/Mouse Interface Software•Portable Word Processing Alternatives•Word Prediction Software

Here’s a sampling of assistive technology

resources useful to students and adults

with learning disabilities:

www.ldonline.org

•Text-To_Speech•Screen Reading Software•Optical Character Recognition Software•Writing/Composing Software•Spelling Checkers, Dictionaries, •& Thesauruses•Assistive Technology Information Sites•Speech Recognition•Books on Disc/Tape•Variable Speech Control•Listening Aides•Talking Calculators

Accommodating Adults with Disabilities in AdultEducation Programs

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University of KansasInstitute for Adult Services