Serving Adults with Special Learning Needs
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“I am one of TCALL’s biggest fans. It is impossible
for any book to meet the needs of every student. Having resources
available to teachers through TCALL makes it possible to individualize
our instruction to meet the needs of an increasingly diverse group
of students.
I remind teachers during staff meetings to take advantage of
the resources available through TCALL and I know that many do.
As a trainer, I also take along book marks and sample bibliographies
to presentations and encourage participants to take advantage of
this resource. I just can’t say enough good things about
the materials and support services offered by the clearinghouse.
Next to quality professional development, I think it is the single
most valuable resource available to adult education teachers in
Texas.”
Gayle Fagan, Manager
Adult Education Division
Harris County Department of Education
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Learning Disabilities
ESL Instruction and Adults With Learning
Disabilities
Robin Schwarz
and Lynda Terrill. Washington, DC: National Center for ESL Literacy Education,
2000. This ERIC Digest reviews what is known about adult ESL learners
and learning disabilities, suggests ways to identify and assess ESL adults
who may have learning disabilities, and offers practical methods for
both instruction and teacher training.
Keys to Effective LD Teaching Practice Margaret
Horne Lindop, Editor. Knoxville, TN: Center for Literacy Studies, 2002.
Resource book shares the action research experiences of a group of teachers
as they used various instructional strategies and approaches reflecting “LD appropriate
instruction” as described in Bridges to Practice. Clearinghouse
distributes free copies to Texas educators only; publication is also
online:
www.cls.utk.edu/keys_to_ld.html
Modules for Training Teachers to Work among
Learning Disabled (LD) Adults
Marcie Hanson, et al. Cortez, CO: Southwest
Virtual Resource Center, 1999. A team of Colorado adult educators developed
four training modules: Definitions, Legal Issues, Screening, and Diagnosing;
Teaching ESL; Teaching Reading and Writing; and Teaching Math -- all
for serving adult students with LD. Modules utilize concepts from Bridges
to Practice: A Research-Based Guide for Literacy Practitioners Serving
Adults with LD (NIFL/NALLD,
1999) and Bringing Literacy Within Reach: Identifying and Teaching Adults
With Learning Disabilities (LDAC,
1991), both of which are also available on loan from the Clearinghouse.
Clearinghouse distributes free copies of the modules to Texas educators
only.
Other Adult Populations with Special
Learning Needs
Adult Education and Gay, Lesbian, Bisexual,
and Transgendered Communities
Sandra Kerka. Columbus, OH: ERIC Clearinghouse on Adult, Career, and
Vocational Education, 2001. Adult educators concerned with inclusiveness
and social justice are addressing issues related to students who are
gay, lesbian, bisexual, or transgendered (GLBT). This ERIC Trends and
Issues Alert gives an overview of research and resource development on
this aspect of diversity, and how teachers in the adult classroom might
address GLBT issues.
A Guide for Providers: Engaging Immigrant
Seniors in Community Service and Employment Programs
Senior
Service America. Silver Spring, MD: Senior Service America and Center
for Applied Linguistics, 2006. The 2000 Census estimated the foreign-born
population in the United States at about 11 percent of the total population.
This guide offers practical advice, activities and resources designed
to help older immigrants reduce their isolation, and build communications
and job-related skills. TCALL has free copies for Texas educators only.
Guide is also online: www.seniorserviceamerica.org/news/cal_guide.html
Mental Health and the Adult Refugee: The
Role of the ESL Teacher
Myrna Ann Adkins, Barbara Sample, and Dina Birman. Washington, DC National
Center for ESL Literacy Education, 1999. This ERIC Digest focuses on
how teachers can help adult refugee and immigrant learners make significant
progress in adjusting to a new life in an unfamiliar culture. It discusses
the qualities of mental health, stresses faced by refugees, and three
things that teachers can do to help their students adjust.
Trauma and the Adult English Language Learner
Janet
Isserlis. Washington, DC: National Center for ESL Literacy Education,
2000. This ERIC Digest describes trauma and abuse in immigrant communities,
discusses the effects of trauma on learning, and suggests ways in which
practitioners can modify their practice to facilitate learning among
victims of trauma and violence.
Resources
for Preparing Adults To
Succeed Beyond GED
New from NCSALLBeyond the GED: Making Conscious Choices
About the GED and Your Future
Sandra Fass and Barbara Garner. Cambridge, MA: NCSALL, April 2000, rev.
2006. Revised by Eileen Barry in 2006 from the original 2000 guide to
include new data and information on the Internet, this set of classroom
materials is designed to provide GED preparation learners with practice
in graph and chart reading, calculation, analyzing information, and writing,
while they examine the labor market, the role of higher education, and
the economic impact of the GED. TCALL has free copies for Texas educators
only. Paper can also be downloaded online:
www.ncsall.net/?id=35
Economic Outcomes of High School Completers
and Noncompleters 8 Years Later
Gregory Kienzl and Grace Kena.
Washington, DC: Institute of Education Sciences, National Center for
Education Statistics, October 2006. Issue Brief uses longitudinal data
to compare the economic outcomes of high school completers at three
different points in time with the outcomes of individuals who did not
complete high school. Few differences in economic outcomes were found
between high school diploma and alternative credential holders at both
the 4- and 6-year and later completion points.
Transitioning Adults to College: Adult Basic
Education Program Models
Cynthia Zafft, Silja Kallenbach, and Jessica Spohn. Cambridge, MA: NCSALL,
2006. Paper describes five models of adult education centers with transition
components — Advising, GED-Plus, ESOL, Career Pathways, and College
Preparatory — as well as themes and recommendations that others
contemplating adult transition services might find helpful. TCALL has
free copies for Texas educators only. Paper can also be downloaded online:
www.ncsall.net/?id=26
Family Literacy
Home Visiting: A Promising Early Intervention
Strategy for At-Risk Families
Washington, DC: U.S. General Accounting Office, 1990. GAO reviewed
home visiting, focusing on: (1) the nature and scope of home-visiting
programs in the United States and Europe; (2) its effectiveness; (3)
strategies critical to the design of programs that use home visiting;
and (4) federal options in using home visiting. TCALL has free copies
for Texas educators only. Paper is also online: http://archive.gao.gov/d23t8/141782.pdf [Warning:
This is a very large PDF document and takes a long time to download.
8.68MB] (Download Adobe® Acrobat® Reader to
view this document.)
Intergenerational Literacy Programs for Incarcerated
Parents and Their Families: A Review of the Literature
William
R. Muth. Kent, OH: Ohio Literacy Resource Center, 2006. Muth reports
on what we know about the effects of prison-based family literacy programs
and argues for their careful expansion. TCALL has free copies for Texas
educators only. Paper is also online: http://literacy.kent.edu/cra/2006/wmuth/MuthIGinprison11.doc [This
is a Microsoft® Word document.
Download Microsoft® Word reader
to view this document.]
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