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ERIC Number: ED521234
Record Type: Non-Journal
Publication Date: 2010-Oct
Pages: 138
Abstractor: ERIC
Reference Count: 22
Learning to Achieve: A Professional's Guide to Educating Adults with Learning Disabilities
Taymans, Juliana
National Institute for Literacy
Approximately 3 million adults attend a variety of federally funded adult education and training programs. A noticeable number of these individuals have either diagnosed or undiagnosed learning disabilities (LD). For some, their adult education experience, based on effective instruction and respectful relationships, provides the preparation they need to move forward with their lives. The goal of the "Learning to Achieve" program is to expand the ability of adult service providers to work effectively with adults with LD. This document, "Learning to Achieve: A Professional's Guide to Educating Adults With Learning Disabilities," is both a companion guide to the training and a stand-alone resource for professionals who work with adults with LD and have not taken the training. The six chapters reinforce and extend the content of the training modules. The chapters provide information on relevant characteristics of adults with LD matched with descriptions and examples of practical intervention strategies. A major theme in research and practice focused on adults with LD is that effective interventions for this heterogeneous group are appropriate for all individuals who struggle with learning. Thus, the information provided in this guide is relevant to adult educators' work with a broad spectrum of individuals enrolled in adult education programs. Appendices include: (1) Samples; and (2) Checklist for Considerate Text Characteristics. Individual chapters contain figures, footnotes, and references.
National Institute for Literacy. 1775 I Street NW Suite 730, Washington, DC 20006-2401. Tel: 800-228-8813; Tel: 202-233-2025; Fax: 301-470-1244; e-mail:; Web site:
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: National Institute for Literacy