Wrapping up by responding to a few stray comments from the last couple of
days...

Kim Bellerive wrote:
"I got approximately 3 credit hours of special education training which is
required for regular education teachers."

This is clearly the biggest downfall of the inclusion movement, which was
created to provide high quality differentiated instruction for ALL students.
When pre-service gen ed teachers are so inadequately trained in special
education, they head into their careers grossly under-prepared to serve
students well. This often has repercussions in terms of classroom management
as well as academic instruction, and I believe it contributes to the high
attrition rate among new teachers, who are incredibly frustrated by their
lack of preparation for the realities of the inclusive classroom.

* * * *

Julie Ennis wrote:
"I believe that another important question when deciding whether an adult
should be assessed for learning disabilities, is the following.... what
would be done with the results of such an evaluation? A formal assessment of
ability and achievement can only be justified if the results can be used  to
inform a program of remediation of identified disabilities."


A formal evaluation provides documentation that allows individuals with
disabilities to take advantage of their legal protections and request
accommodations under the ADA and 504 at work, in postsecondary learning
settings, and on testing, such as on the GED. It can also help an individual
understand exactly why he or she has trouble learning and, if it comes with
a good report with clear recommendations, can, as you point out, inform
instruction. But instruction can also be informed by less formal assessment.

On the topic of assessment, Ruth Bourquin wrote to me last week to remind me
that in Massachusetts, as a result of the complaint that she filed with the
Office for Civil Rights, adults who receive welfare (TAFDC) benefits for
themselves and their children and who agree to participate in work-related
activities can be screened for LD by their welfare worker and, if screened
positively, referred for an in-depth diagnostic assessment paid for by the
welfare department (DTA). It doesn't solve the problem for those not on
TAFDC in Massachusetts but it might provide a model for people to advocate
for with their state education agencies ‹ or their state TANF agencies ‹ to
get them to implement similar procedures.

The Department of Vocational Rehabilitation will also conduct assessments.

* * * * *
Michael Tate wrote:
"The real benefits of the belief that people with LD have average to
above average intelligence is that teachers are more willing to use
metacognitive approaches like  strategy instruction and other
evidence-based practices rather than remediation. Also, it is easier for the
teachers to commit to strength-based practices like working with a person
with LD as a "learning partner"rather than "deficit-based" relationships and
approaches." 


Michael, ALL students deserve and benefit from a strength-based approach.
Indeed, it's the mandate of IDEA 2004 to approach instruction from his
angle. I've seen students with IQs measuring in the high 70s who are great
readers but miserable in math; I've seen students with an IQ in the
above-average range with the same profile. Both benefit from designing
instruction that calls upon their strengths and helps them work around their
weaknesses.

*  *  *  *  *
Bill Fagan wrote:
"It is unfortunate when LD or any students encounter "elitist"
professors. It is the law here that LD  students must be accommodated so
there are grounds for appeal if a student feels he/she is not being
accommodated."

At the postsecondary level, students are only protected and guaranteed
accommodations if they disclose their LD and provide documentation of their
need for accommodations. They can certainly appeal if the prof doesn't come
through after they've taken those steps, but only if they have taken the
responsibility to disclose up front, before LD-related academic problems
surface.


Bill also commented:
"One point that should not be ignored is that LD students often have
Parents who are skilled and dedicated advocates and tend to provide more
support for their children in coping with "life skills" than do parents of
non-LD students."

I agree with you that parents of students with LD can make great advocates
and teachers of life skills. The tricky part for many parents of youth with
LD is the process of letting go, of turning over the reins to their teen or
young adult to start to SELF- advocate and ask for the help they need. As
the parent of a 20-year-old without disabilities, I'm having a hard enough
time with this myself, but especially for those parents who have kids that
have needed their constant advocacy over the years, this is a tough step.
It's hard too for their children, who may have become so dependent on their
parents' advocacy that they've developed "learned helplessness". We need to
empower these youth, to help them see they can take charge.

*  *  *  *
Lance Baxter wrote:
"...While I am sensitive to the needs of my students, especially those
identified as LD, learners cannot be absolved from their responsibilities as
students.  Please do not misconstrue my statements as any sort of aspersion
against students with LD.  I am simply making the contention that LD
students, and college students as a whole, can be lazy, and sometimes lack
the dedication and work ethic requisite for postsecondary success.  Not all
college professors are elitist, and I personally know many who do understand
the needs of students with diagnosed and undiagnosed learning disabilities.
However, there are no accommodations for missing classes and failing to turn
in assignments...  the students bear responsibility in their education as
well."

I'm with you on this, Lance! As a university professor myself, I know MANY
faculty who are highly sensitive and aware and do all they can to
accommodate the learning needs of their students. But you are absolutely on
target when you say that students have a responsibility too and that faculty
have to hold them to the same standards as they have for others.
Accommodations are meant to level the playing field so that learners can
meet the same standards of performance as others students. There is no need
to relax the bottom-line expectations.

*  *  *  *

So, I think that's it, folks. I wish you all well as you work on
transition-related issues and skills with your students. It's been a
pleasure!
Arlyn