Dear All
Although I am based in the UK I think most of the issues raised so far
could affect our transition learners here. My specialism is more ESOL
and issues of concern include the difficulties in identifying special
needs other than language ones or differentiate between the two when our
ESOL teachers are not expert in for instance dyslexia, dyspraxia etc.I
would be particularly interested in any method of assessment of ESOL
learners with a view to identify learning difficulties that are not just
second language ones. Other barriers of course are the emotional
distress caused by the settlement difficulties (asylum seekers/refugees)
, lack of literacy in own language, financial assistance etc. On a more
positive note, once our students are settled they perform so well that
their progress onto further studies and jobs seem to go really smoothly
due to their motivation and resilience. 
Dr Fatma Alioua
Sheffield College
UK


>>> <NAASLN at aol.com> 03/03/2009 14:49 >>>

Transition Success!   Building Successful Learning and Removing
Barriers to 
Success

NAASLN PreConference at COABE   ●   Saturday, April 18, 2009

ALL PARTICIPANTS IN THIS PRECONFERENCE SESSION WILL RECEIVE AN
INTRODUCTORY 
MEMBERSHIP TO NAASLN!

Transition (Bridge) Programs are a key priority for ABE.   But, beyond
the 
basics, what will help students be successful and persist in when they
have 
struggled before?

Current research is underway to identify real barriers that have gotten
in 
the way of Transition students' academic success.   Preliminary data
suggests 
that:
 o   Over half of the students may have previously been diagnosed with
a 
learning disability and aren't able to advocate for their own specific

accommodations or adaptations (many because they don't know them)
o   Nearly 80% have moderate to severe attention challenges
o   Nearly all students have self-identified as struggling with the
effects 
of bright overhead lights, difficulties with reading black text or
numbers on 
white paper, and state great difficulties copying from white-page
workbooks on 
to white paper.   These Visual Stress Syndrome symptoms challenge
student's 
ability to maintain concentration, read or write under bright lights,
and have 
led to self-stated frustrations about difficulties in accurately
filling-in 
bubble sheets for standardized testing!
o   A third appear to be in need of glasses either to see the board or
read 
for an extended period of time….and don't know it!
o   A third appear to have a hearing loss and don't know it!
o   Although a high number of transition students are workers who can
be 
moderately successful in the workplace, but do not have the
metacognitive skills 
needed to be successful in college or job training courses     

These challenges interfere with building persistence, demonstrating
learning 
outcomes, and building the interpersonal, social and emotional skills
needed 
to be a self advocate and an effective independent adult learner.

REGISTER NOW for this LIVELY, HIGHLY INTERACTIVE, all-day session and
join-in 
on a COMMUNITY OF PRACTICE conversation! Work with other outstanding 
professionals and national experts to create a set of models for
Transition Programs   
(including transition programs for ESOL) that can identify and address
these 
REAL learner challenges while building on BEST PRACTICES for Transition

Programs.   

o   Dr. Laura Weisel will facilitate this session.   She will
transparently 
apply a variety of participatory learning techniques as a model for how

Transition Programs can successfully build a learning community….a
community of 
learners who know their challenges and how to manage them in continued
college or 
employment training situations. 

Participating National Leaders in addressing learning challenges:
o   Jennifer Foster, State of IL, Director of Adult Education
o   Bevin Gibson, Director, of Southern IL Professional Development
Cente
r
o   Dr. Richard Cooper, Director, Learning disAbilities, PA
o   Robin (Schwarz) Lovrien, International ESOL Consultant, Washington,
DC
o   Meryl Becker-Prezocki, Senior Associate for Curriculum and
Instruction, 
Adult Education, KY Department of Education
o   Robyn Rennick, Director, Dyslexia Research Institute, FL
o   Joan Hudson-Miller, NAASLN President, Consultant on Vision and
Print 
Media
o   Additional ABE administrators and instructors involved in
delivering 
Transition Programs



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