Learning
Differently Group Formation
Research has shown that learning disabilities affect
5% to even 20% of the U.S. (Kenyon,
2003). According to the 1992 National Adult Literacy Survey, “While
8 to 9 percent of adults who performed in Level 1 on the three scales had a
learning disability, 14 to 15 percent of adults who did not perform any
tasks correctly had a learning disability” (National
Center for Education Statistics, 1992).
Learning disabilities do affect adults’ literacy levels and academic
performance, but other effects may include: “…limited vocation options,
feeling isolated, exhibit[ing] a poor self-concept, experienc[ing] an
inferior quality of life, and be[ing] caught in a cycle of failure, lack of
motivation, frustration and fear of risk-taking” (ABE
Practitioners' Task Force Committee, n.d.).
It is my observation that due to these and other factors, the adult LD
population tends not to enroll in nor continue secondary education. For
example, According to P.B. Waldman (personal
communication, February 25, 2004) The Office of Disabilities at
Fordham University in Tarrytown, New York, shows the adult LD population
being approximately 3% of their student body. However, the ABE
Practitioners' Task Force Committee’s resource guide notes the adult LD
may have superior problem-solving skills, an out-going personality, strong
compensatory skills, empathy, and persistence. Skills like these help LDers
excel in college, work and socially.
Most service providers, organizations, and educators mainly support adult LD
through assisting them by trying to improve their academic performance,
helping them gain accommodations in the work environment, and through
providing general advocacy.
Little concentration is placed upon the emotional, mental, and psychological
issues that stem from the disorder. Therefore, the objective of this pilot
group program is to build a network support that would create positive
changes, empower, educate and counsel the LD adult in different aspects of
his/her life. Such aspects would include but are not limited to
relationships, educational settings, work situations, home environments, and
recreational activities.(click
here to read more)
Alternative
Treatments for Attention Deficit Hyperactivity Disorder (ADHD) Children
Few
studies exhibit a relationship between psychopharmaceutical medications
given to children and adolescents and future drug addictions as children
grow into adulthood. However, some research reveals worthwhile
concerns. Medications such as Ritalin (Methylphenidate) prescribed to ADHD
children in order to accommodate their learning abilities and control
behavior has been controversial among professionals and parents for decades
(American
Psychological Association, 1998).
Family practitioners at times prescribe such medications before a full
assessment and/or psychotherapy is given to the child. Therefore,
diagnostic mistakes have occurred, and the children's bodies are left to do
a chemical balancing act. The FDA has not approved certain
psychopharmac-eutical medications for children (Nordenberg,
1999, Gadow, 1991, & Honaker, 2000). This literature review will
assess the drawbacks of psychotropic medications, such as Ritalin, in
contrast to alternative therapy. (click
here to read more)
Learning
Disability/Dyslexia: It's not just child's play
anymore
Please
note: some of the references were website that do NOT exist anymore.
I have a debilatateing and incureable
dease, which is a lerning
disabilty called Dislexea.
The reason I wrote the sentence above and did
not correct the spelling is that I wanted to stress an important point. That
point is, I have a debilitating, and incurable disease, which is a learning
disability called Dyslexia. (click
here to read more)
Grant Proposal for LDNS - Coming
Soon!