Good call Jo Ann,   

  These links may help.  

 
http://literacypod.com/we-can-teach-johnny-to-read-no-matter-how-old-he-is/
 


http://literacypod.com/illiteracy-incurable-disease-or-education-malpractice/
 


http://literacypod.com/vital-answers-to-questions-about-reading-instruction/
 
 On Sun, 13 Jul 2008 21:14:22 -0400, "Katherine Gotthardt"  wrote:   
Karen, even if you suspected someone had a learning disability, how
would you approach it with the student?       I'm holding back on
responding to your question until I hear your answer to that question

: )         

     On Sun, Jul 13, 2008 at 8:10 PM, Jo Ann Fishburn  wrote:
     I know this is not answering your question, but I have to jump
in here. Your students are just the right age to be casualties of the
strict adherence to the Whole Language movement that dominated in
their early years. If they are, I would argue that they are "learning
disabled" because they were not taught properly. If they were not
taught decoding
when they were young, it is never too late to have
this gap in their instruction remedied, but they will not quickly be
able to read as they might have had they been taught properly, and
should surely be granted accommodations. Perhaps it would help to
inform students at the beginning of your classes about this situation
that may have crippled their reading in order to make it easier for
them to speak up and to also get remediation.   Jo Ann Fishburn  
Reading Specialist   Center for Literacy   Philadelphia
    ----- Original Message ----
 From: Karen Lee 
 To: LearningDisabilities at nifl.gov [3]
 Sent: Sunday, July 13, 2008 2:28:50 PM
 Subject: [LearningDisabilities 2100] Need for Self-Advocacy Skills
 As a community college educator, I have had many students hide the
fact that they have a learning disability.  I have on all of my course
syllabi a statement that encourages any student with a physical or
learning disability that desire accommondations to notify Disability
Services on
campus or the instructor to discuss their need and
disability related accommodation.  However, many students are ashamed
to admit that they have a learning disability.  My hands are tied
until they contact Disability Services.  Many believe that is better
to avoid the label "learning disability" because such labels are
ultimately damaging to the student's self-esteem.  However, I believe
there are distinct advantages to "owning" the diagnosis of a learning
disability.  Under the Rehabilitation Act of 1973, college students
have rights that are guarantees to any individual with a disability.  
     Self-advocacy is essential for prospective college students with
learning disabilities to be successful.  It is important that they
learn how to advocate for themselves to ensure that they have the
adaptations and modifications necessary to achieve success in the
classroom.  The opportunities for self-advocacy proliferate as
students with learning disabilities enter college.  Students need
to
be encouraged to take part in as many of these opportunities for
demonstrating their independence as possible.  Learning self-advocacy
skills is a "win-win" for the college student as well as the faculty.
     I welcome any advice or input on how to recognize the signs of a
learning disability in students that don't disclose in hopes of
helping my students be successful.
 Thanks,
 Karen Lee, BS, RT-R
 Clinical Coordinator
 Radiography Program
 Pitt Community College
 P O Drawer 7007
 Greenville, NC  27835
 email address:  klee at email.pittcc.edu [2]

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 -- 
 Katherine Mercurio Gotthardt
 www.LuxuriousChoices.net [6]
 Joy Hunder Lost Technology http://literacypod.com  

Links:
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[1] mailto:fishburnja at yahoo.com
[2] mailto:klee at email.pittcc.edu
[3] mailto:LearningDisabilities at nifl.gov
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