Florida ged plus college Preparation Program Curriculum and Resource Guide
Support for Students with Learning Disabilities
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- Objective 2 – Take Charge of Learning
Support for Students with Learning DisabilitiesAdults with learning disabilities or any other type of disability, with proper assistance, can succeed in a college program. Currently, nearly one-third of all freshmen report having learning disabilities. To assist in the college application process, adults with learning and other disabilities need to understand the academic requirements and what type of accommodations they may need to be successful in college. Students with disabilities have the responsibility for self-identifying when they apply for enrollment in college. They also must be their own advocates to ensure that they receive the types of services they need. Adult students need to become comfortable about describing their disabilities and what they need to be successful. Legislation that Affects Students with Disabilities To be effective self-advocates, students need to be aware of legislation that protects their rights as individuals with disabilities. The Rehabilitation Act of 1973, Section 504 and the Americans with Disabilities Act (ADA) of 1990 are important pieces of legislation dealing with adults with disabilities. It is important to remember that the Individuals with Disabilities Education Act (IDEA) of 1990 governs special education services at the elementary and secondary level, but does not apply to higher education. Section 504 and the ADA protect the civil rights of people with disabilities and require postsecondary institutions to provide accommodations to student with disabilities. It is important that students understand that it is their responsibility to provide documentation of their disability. If students fail to self-identify, postsecondary institutions are not required to provide any accommodations. Services and Programs for Students Under Section 504 and ADA, there are a variety of services and programs available at no cost to students. However, the college has the option of selecting the specific accommodations or services that it provides as long as they are effective in meeting the student’s needs. These services may include providing:
Most colleges have a special office on campus that coordinates support services for students. Students with disabilities should contact that office as soon as possible to make sure all appropriate accommodations or services are available. However, students should also be aware that they may be charged a fee if the service they require goes above and beyond what is required under Section 504 or ADA. Objective 2 – Take Charge of LearningRecognize the role that attitudes, skills and values play in setting and attaining goals, accept responsibility for one’s own learning, develop and prioritize both long-term and short-term goals, and evaluate progress in attaining those goals. Developing Readiness for Self-directed Learning Some GED students bring a dependent attitude toward learning to their classes. Others have experience with independent or self-directed learning in areas of interest to them, but haven’t applied the same attitudes or skills to school work. The traditional formal education system promotes the acquisition of knowledge, but does not necessarily help students learn how to acquire knowledge independently. rather than independence and self-directedness. With rapid changes in technology and growth of information, students need to be able to learn on their own, not only as a college survival skill, but also to survive in the workplace and as a life skill. High levels of readiness for self-directed learning have been linked with high levels of workplace performance, entrepreneurial success and greater life satisfaction. Also, with the proliferation of distance learning opportunities, self-directed learning skills and attitudes become necessary for GED PLUS students. For some students, becoming a more self-directed learner is a transformational experience which alters their basic assumptions about school and learning and empowers them to be more active rather than passive in their learning.
Interested Learner - Motivating Instructor Involved Learner - Facilitative Instructor Self-Directed Learner - Delegating Instructor Lucy Guglielmino (1991) outlined specific methods and techniques for encouraging the self-directed learner, such as:
Students can be encouraged to frame each class as a self-directed learning activity. Students learn to plan their learning within the context of course objectives, plan their resources and strategies within the context of course requirements and evaluate their own progress regularly. This level of independence and self-directedness can vastly increase a student’s chances of success in postsecondary education. The added benefit is that learners who increase their ability and function as self-directed learners are better prepared for success in their personal lives and in their workplaces. References: Grow, G. (1991). Teaching learners to be self-directed. Adult Education Quarterly (41) 3, 125-149. (ERIC#: EJ428043) Guglielmino, L. (1991). Developing self-directed learners: Why and How. Changing Schools (19) 2, Spring/Summer. Knowles, M. (1975). Self-directed learning: A guide for learners and teachers. New York: Association Press. Developing Self-Management Skills Some programs have found it helpful to assist students with developing basic personal effectiveness and self-management skills. While college campuses are very informal, students who are the first in their families attending college may appreciate some basic tips on how they present themselves. Some of the survival skills and expectations may not have been learned at home or in school. This may include adding segments to the curriculum that address personal communication skills (diplomacy, negotiation, conflict responses, interview skills and team work), personal skills (health, hygiene, grooming, dressing appropriately for a variety of occasions), stress management skills and budget management skills. Planning and Goal Setting The key to success is planning. Planning begins with the setting of goals. Many students in adult education classes lack a basic understanding of how to set goals and then work to attain them. Success in college requires strong motivation, persistence, and realistic goals. Directory: documents documents -> Concept stage documents -> Concept stage documents -> The great global switch-off documents -> Nonprofit grant application documents -> The Truth about the Rwandan Genocide documents -> Annual InStructional unit plan documents -> Chaos equipment included Download 1.65 Mb. Share with your friends:
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