文档介绍：This is a reprint of the Journal on Postsecondary Education and Disability, volume 10, #3, 1993, published by the Association on Higher Education And Disability.
Learning Disabilities in Adult Basic Education: A Survey of Current Practices
Ann Ryan and Lynda Price
Abstract
The purpose of the study was to explore a number of issues critical to the effective service delivery and skill education of adults with learning disabilities in Adult Basic Education (ABE) programs in all 50 states and two American Territories. Adult Basic Education directors answered brief questions in the following areas: the prevalence of students with learning disabilities in their ABE programs; what definitions of learning disabilities were currently in use in their local ABE educational programs; how ABE students were diagnosed for learning disabilities in conjunction with these programs; and how important and what type of training ABE instructors were currently receiving about learning disabilities. Data describing these areas are summarized in five tables. mendations based upon the study are discussed and include: increasing staff training for ABE instructors and paraprofessionals; wider dissemination about the effectiveness of ABE programs as an option for individuals with learning disabilities; and further research to explore the relationship between ABE and learning disabilities in adults.
In 1989, Adult Basic Education provided a variety of services for over million Americans in programs based on adult basic education, adult secondary education, and English as a second language (U. S. Department of Education, 1992a). These programs were designed to provide learning opportunities for persons over sixteen years of age in two general categories: high school equivalency training to prepare for the General Education Development (GED) tests and literacy skill building (Mocker, 1986). Prompted by legislation such as the Adult Education Act (. 100-297) and the National Literacy