[AAACE-NLA] Advocacy and the CBO

[AWilder106 at aol.com]

Colleagues,

I first got into this advocacy stuff in frustration over the TABE and reading grade level, like a pebble in the shoe.

I have a background in both learning disabilities and classroom teaching. I have learned to use "differences" rather than "disabilities" in most case; it seems more accurate.

When I was doing assessments for reading learning style--auditory, visual, or scrambled, I used several standardized tests to get a learning profile for the student.  This guided lesson plans and approach to the individual student.

As far as I can tell, teachers of adult students  have trouble getting students assessed unless they have the skills themselves.  And what student will willingly sit still for a lot of tests?  Going outside the program for an expert opinion means spending money that the programs don't have.

How do people--you--resolve or not resolve this issue?

What should change in either the legislation or the interpretation of the legislation?

Or am I all wet that this is a problem?

Is there something in "Bridges to Practice" that I am overlooking?

Needs to know in Cambridge,

Andrea