Americans with Disabilities Amendments Act (ADAA)
A visual representation of changes to the legislation.The most current legislation as it is written.
Dyslexia, Hyperlexia and Beyond
Ann Farris, Author of "The Other Side of Dyslexia"Twenty plus years ago I was diagnosed as being heavily dyslexic and told there was nothing to be done to help me. How could this be? I was enjoying a very successful career as a producer/manager in opera and World Expositions and not willing to accept the testing officer’s opinion. At the time I was Director of the Opera-Musical Theater Program at the National Endowment for the Arts in Washington, DC and needed to feel competent and comfortable while reading. This article describes what I’ve discovered over these last two decades about my particular condition, my process for healing and the successes I continue to have.
Enhancing Our Lives Through Experiences of Others
Robyn Rennick, M.S., Program Director, Dyslexia Research Institute, Tallahassee, FL. NAASLN Board Member and PresidentEditor's Note; Have you read a good book lately that might be of interest to other professionals who work with adults with special learning needs? Send us your review and we'll include it in the newsletter. Remember, reading is an important adventure — Don't do it alone!
Fact Sheet: Traumatic Brain Injury
This article by National Public Radio defines and discusses pressing issues regarding Traumatic Brain Injury (TBI). According to the Centers for Disease Control and Prevention, ,"approximately 1.7 million people sustain a traumatic brain injury annually" in the US. It is no surprise that a large percentage of these injuries are experienced by soldiers in combat.
GED Powers "Second Chance"
Pat Walsh, M.Ed., NAASLN Board Member Emphasizing the message that the GED offers “a powerful second chance,” Sylvia E. Robinson, assistant vice president and executive director of the General Educational Development Testing Service (GEDTS), and Bob MacGillivray, deputy executive director, presented a update of its history and current profile at a recent meeting of the National Coalition for Literacy, of which NAASLN is a member. Although the first GED tests were developed in 1942 by the American Council on Education (ACE) to help returning World War II veterans finish their studies and re-enter civilian life, GEDTS is still an ACE program whose primary mission to provide a reliable vehicle through which adults can certify that they possess the major and lasting outcomes of a traditional high school education. Since its inception, this “powerful second chance,” has recognized 16,810,708 graduates. In 2007 alone, 728,930 persons took the test and 451,759 passed. It is now recognized throughout North America, as a bridge to education and employment. According to the 2007 College Board Annual Survey of Colleges 98 percent of colleges and universities that require a high school diploma accept the GED credential. Other studies indicate that 96 percent of companies accept applicants with a GED credential for jobs requiring a high school diploma.
Guidelines for Working with Students with Special Learning Needs
Bevan Gibson, M.S.Sp.Ed., Director, Southern Illinois Professional Development Center, Edwardsville, IL, NAASLN Board Member. The dilemma of effectively addressing the ever-increasing population of special learning needs is one that has touched adult education programs in Illinois as well as the entire country.
Meeting the Needs of Students with LD in Higher Education, Part 1
Melissa Arnott-Cox, Ed.D., L.P.C., C.A.C., Director, Academic Success Center, Rowan University, Glassboro, NJ, NAASLN Board Member. The first in a series about the Rowan University Mentoring/Coaching Program, which encourages students to become more self-reliant, self-motivated, and autonomous, as well as assist students in making a smooth transition from high school to college. The program aspires to increase the individual’s self-esteem as a result of academic and social success.
Meeting the Needs of Students with LD in Higher Education, Part 2
Melissa Arnott-Cox, Ed.D., L.P.C., C.A.C., Director, Academic Success Center, Rowan University, Glassboro, NJ, NAASLN Board Member. The second in a series about the Rowan University Mentoring/Coaching Program, which encourages students to become more self-reliant, self-motivated, and autonomous, as well as assist students in making a smooth transition from high school to college. The program aspires to increase the individual’s self-esteem as a result of academic and social success.
Premier Assistive Technology Breaks Down Barriers with Grants
Frances A. Holthaus, M.S., English Education, ABLE Director, Upper Valley JVS, Piqua, OH, NAASLN Board Member. Premier Assistive established this grant program in 2002 to bridge the gap between education budgets and the need for educational organizations to serve the needs and requirements of special education programs as well as broader based literacy initiatives. This program grants access to Premier Assistive Technology’s full suite of software products. There are no current or future obligations for an organization.
Universal Design in Education: Teaching Non-Traditional Students
Frank G. Bowe, Ph.D., LL.D., Professor Hofstra University, Hempsted, NY. Dr. Bowe well known for his extensive experience and insightful and practical perspective on teaching in today’s multicultural, multilingual and broadly diverse classrooms at all levels from K-12 through post-secondary, adult, and continuing education. He is the author of several well-read books in this field. This article is an excerpt from his 2002 book of the same title.
What's the Point? A Reflection About the Purpose and Outcomes of College for Students with Intellectual Disabilities
The publication, courtesy of Think College! provides and excellent dialogue regarding transitions and individuals with specials needs.Check out Think College! for more information.
