1. LEARNING TO ACHIEVE WELCOME

2. Presenters Rose Gioia-Fine Family Literacy Consultant gioiafine@comcast.net gioiafine@comcast.net Kim Rossman Executive Director - TLC kim@tlcliteracy.org kim@tlcliteracy.org Joy Zamierowski Lead Consultant jzamierowski@stairwaysbh.org jzamierowski@stairwaysbh.org Learning to Achieve Training, June 2012 3 day intensive training

3. is a Research-Based Training on Serving Adults with Learning Disabilities Learning to Achieve The purpose of this professional learning opportunity is to help adult education practitioners increase their knowledge and skills to provide services that are effective and appropriate to the needs of adults with learning disabilities (LD). Module 8: Workforce Readiness Module 1: Definition of Learning Disabilities Module 2: Self-Determination Module 3: Legal Issues Module 5: Reading Disabilities Module 6: Written Expression Disabilities Module 4: Explicit Instruction Module 7: Content Learning  Eight face-to-face modules  Each module is two hours long  Programs can pick and choose modules most relevant to their adult education practitioners, but the first three modules cover core content that must be included with any of the other modules. Objective of Learning to Achieve: To identify tools and techniques to effectively share adults with LD. Online Modules: * Accommodations * English Language Learners * Neurology Joy Zamierowski (814) 878-2010 Kim Rossman (814) 867-0203 Rose Gioia-Fine (724) 317-8730 Facilitators:

4. Purpose Learning to Achieve * Welcome * Slide 3 To provide a preview of Learning to Achieve, a research-based training on serving adults with learning disabilities (LD) To increase your knowledge and skills relevant to providing services that are effective and appropriate to the needs of adults with learning disabilities To provide opportunities for further professional development about learning disabilities

5. Activity: Introductions Learning to Achieve * Welcome * Slide 4 1.Take 30 seconds to prepare your responses to the following questions:  What is your name?  What do you do and where do you do it?  What is one way that you learn best?  What are some challenges you face in a learning environment? 2.Share. Tasks

6. MODULE 1 LEARNING TO ACHIEVE Definition of Learning Disabilities

7. Preferences, Difficulties, and Disabilities Learning to Achieve * Module 1: Definition of Learning Disabilities * Slide 6 Learning Disabilities Learning Difficulties Learning Preferences LEGAL TERM DEPENDS ON CIRCUMSTANCES OR SPECIFIC TASKS ALL POPULATIONS

8. Consensus Definition of LD Learning to Achieve * Module 1: Definition of Learning Disabilities * Slide 7 “Strong converging evidence supports the validity of the concept of SLD (specific learning disabilities). The evidence is particularly impressive because it converges across different indicators and methodologies. The central concept of SLD involves disorders of learning and cognition that are intrinsic to the individual. SLD are specific in the sense that these disorders each significantly affect a relatively narrow range of academic and performance outcomes. SLD may occur in combination with other disabling conditions, but they are not due primarily to other conditions, such as mental retardation, behavioral disturbance, lack of opportunities to learn, or primary sensory deficits.” National Research Center on Learning Disabilities, 2007, p. 2

9. MODULE 2 LEARNING TO ACHIEVE Self-Determination

10. 9 Learning to Achieve * Module 2: Self-Determination * Slide 9

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22. Learning to Achieve * Module 2: Self-Determination * Slide 21 Take your sticky notes and post them on the appropriate sheet on the wall.

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25. New Information and Application Ideas Learning to Achieve * Module 2: Self-Determination * Slide 24

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