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"The Boys' and Girls' Literacy: Closing the Gap" project is unique in that it aims to develop strategies that would particularly have a positive impact on boys' literacy. This holds substantial merit in that the strategies and methodologies selected to address the literacy performance of boys would not disadvantage girls. These strategies included literature circles, male mentors, and providing boy-friendly reading materials. The researchers based these decisions on current research in the fields of literacy and reading; gender and literacy; psychology; and curriculum.
Toward a "Whole Life" Perspective on Learning Disabilities in Adult Literacy Settings
This review presents a selection of recent research on learning disabilities in adult literacy settings and considers the implications of this research for supporting professional development in adult literacy settings. It includes a conceptual framework that draws together the major strands of learning disability research into a cohesive tool to inform teaching, learning and professional development strategies. This document is organized into four sections:
1 - Introduction
2 - Definitions of learning disabilities
3 - A “whole life” approach to learning
4 - Recommendations for implementing “whole life” conceptual framework to learning disabilities through education policy and practice, professional development strategies and further research.
Series: Best Practice and Innovations
Authors: Lisa Hagedorn
The goal of this series is to provide important information on three topics of high priority to the literacy community and to highlight new, innovative, and successful practice relevant to LBS-funded agencies across Ontario.
This document is the work of the PEI Provincial Joint Working Committee on Learning Disabilities. The committee was established in late 2003 and charged with devising a strategy to improve services to Islanders with learning disabilities. The committee included representatives of the Learning Disabilities Association of Prince Edward Island, the PEI Literacy Alliance, and the PEI departments of Health and Education. It was formed in response to concerns that a large number of Islanders with disabilities were going undiagnosed and not serviced.
This report, submitted to the deputy ministers of the departments of the Attorney General, Education, and Health and Social Services in 2004, contains recommendations regarding how the PEI government can improve services for Islanders with learning disabilities.
The publicationt has been organized into the following sections:
- Executive summary
This document is a survey of the state of French-language research on adult learning in Canada based on the 227 research data entries selected. These entries provide access either to documents easily accessible online or to print materials available from the CDÉACF.
Part two reports on an analysis of adult learning. It is structured according to the various categories in the grid used to classify the research. These are presented in descending order of occurrence. Part three, which is relatively short, provides a quantitative view of the research in question, in terms of populations studied and types of learning.
A guide to learning disabilities resources for adult literacy educators
This reference guide is written for adult literacy educators looking for resources to support their practice in the area of learning disabilities(LD). The authors treat learning disabilities as a “whole life” issue that shapes not only literacy and learning, but also people’s self-esteem, family and work life. They have identified six principles of practice in LD that support this whole life approach and have organized their review accordingly:
1. Finding out about learning disabilities and how it shapes adult literacy work.
2. Building relationships of trust and dialogue through intake, screening and learning profiles.
3. “LD-friendly” instructional strategies and supports inside and outside the classroom.
4. Addressing issues such as fear, low self esteem, anxiety, experiences of violence, poverty and isolation.
5. Changing how the world thinks about LD: system advocacy, self advocacy and awareness raising.
6. Continuing the conversation: Self-directed professional development.
Displaying Results 1 to 6 of 6