To bring in another thread about RTI, these four principles are what
draw me toward RTI, especially your fourth principle.  This reinforces
for me the need that there be a symposium to at least find principles
that we all can support, and identify aspects we cannot abide.  Without
such understandings, how could we ever initiate the kinds of research we
need to move forward? 

Last quarter I took a class on "what works" in community development.
One of the paramount criteria was the use of indigenous technology.  To
translate that into our situation, if adult education programs are going
to be able to help learners with LD be successful, we need very
low-tech, cheap, user-friendly, intuitive interventions.

 

Michael Tate
State Program Administrator
Washington State Board for 
Community and Technical Colleges
1300 Quince Street SE
PO Box 42495
Olympia WA 98504-2495
(360) 704-4329
(360) 704-4419  FAX
 
-----Original Message-----
From: learningdisabilities-bounces at nifl.gov
[mailto:learningdisabilities-bounces at nifl.gov] On Behalf Of
robinschwarz1 at aol.com
Sent: Monday, April 09, 2007 7:20 PM
To: learningdisabilities at nifl.gov
Subject: [LearningDisabilities 1039] Re: Fwd: Chair of Practitioner's
Task Force on Adults with LD

Very succinctly stated , Tom !  Bravo.

I have reflected a great deal lately on how fortunate I was in my 
training as an LD tutor nearly 35 years ago at the Kingsbury Center in 
DC.   From the first day, we were taught several important principles 
for working with those who learn differently:  1) Everyone can learn  
2) Everyone has a personal " learning prescription"--and it is the job 
of the tutor or teacher to work with the learner to find out what that 
is so that the learner will be equipped with the necessary information 
about how s/he learns to be able to learn independently (this includes 
even very young children).  3) No one approach or method or set of 
materials will be sufficient for this-- some parts will work well with 
some learners and others need other things.   and , as you stated, Tom, 
4) the approach of FDR, who said "Do something.   If it works, do more 
of it.  If it doesn't work, do something else."

Robin Lovrien Schwarz

-----Original Message-----
From: woodsnh at isp.com
To: learningdisabilities at nifl.gov
Sent: Mon, 9 Apr 2007 8:35 PM
Subject: [LearningDisabilities 1037] Re: Fwd: Chair of Practitioner's 
Task Force on Adults with LD



RKenyon721 at aol.com wrote:


> What do we do for the learners we see in our classes and programs

> every day that exhibit characteristics of a possible learning

> disability, that have co-morbid disorders, that have achievement

> discrepancies, and that are failing to progress?


The answer to this question, in my view, is we try something else with
these individuals. I know it is a gross oversimplification, but it's
about an attitude of instruction. We need to be continually reflective.
If one thing does not work then we need to reflect upon that and try a
different approach.
Tom Woods
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