ERIC Number: ED368857
Record Type: RIE
Publication Date: 1993-Jan
Learning Enhancement for Adults with Disabilities. LEAD 2000 Congress Proceedings (Little Rock, Arkansas, January 29-31, 1993).
University of the Ozarks, Clarksville, AR.
Forty representative learning disabilities specialists from 19 states met to discuss ways of improving the diagnosis, remediation, and counseling of adults with learning disabilities. First, the activities of the Jones Learning Center at the University of the Ozarks regarding diagnosing and mainstreaming college students with learning disabilities were recounted. Next, participants developed a five-point definition of the term "learning disability." At the next day's morning session, conference members split into groups and developed historical time lines of major trends in diagnosing learning disabilities during the past 5 decades and milestones in research or treatment of learning disabilities since the 1920s. In the afternoon, participants discussed coping, compensation, and programs. Small group exercises were held in which participants assumed the roles of students, teachers, employers, and policymakers. At the closing session, participants shared their own experiences in diagnosing and treating adults with learning disabilities. A resolution urging the U.S. Department of Education to establish, fund, and coordinate a formal national policy for lifelong learning needs and education of adults with learning disabilities and an action agenda were formulated. (MN)
Descriptors: Adult Education, Adult Literacy, Adult Programs, Change Strategies, Conferences, Definitions, Educational Change, Educational Counseling, Educational Diagnosis, Educational Needs, Educational Policy, Educational Practices, Educational Trends, Learning Disabilities, Policy Formation, Postsecondary Education, Program Improvement, Public Policy, Remedial Instruction
Publication Type: Collected Works - Proceedings; Reports - Descriptive
Education Level: N/A
Sponsor: National Inst. for Literacy, Washington, DC.
Authoring Institution: University of the Ozarks, Clarksville, AR.