LD

[GEORGE E. DEMETRION]

On Sat, 18 Oct 1997 12:35:34 -0400 (EDT) LitNetJose at aol.com writes:
>
>I have not read all that Lloyd David had to say...but his statement 
>regarding
>the percentage of dropouts having learning disabilities sounds like a 
>general
>comment which is probably true and not to be taken to the extent where 
>we ask
>for formal and scientific verification.  "Most" means at least 51%!  
>
>Jose L. Cruz
>San Diego Council on Literacy
>Litnetjose at aol.com


Jose:

It still concerns me that the term learning disabilities is so loosely
used.  I've often heard figures anywhere from 40%-70% of adult literacy
learners reported to have (obviously undiagnosed) learning disabilities. 
Now, if you want to say that most people who turn to literacy programs
experience various difficulties with reading and writing, I would
heartily agree, but when we start using the term, "learning
disabilities," then that does refer to a more specific set of problems.

Some time ago, I posted the following message on another listserv:

(snipet)

"As a non-specialist, I'd like to hear some discussion on the
relationships between learning "disabilities, "differences," styles, and
multiple intelligence.  For the pros, this might be old hat, but
particularly related to literacy curriculum and training, the subtle
distinctions and the various spaces of insight that each of these terms
hold may offer a wealth of knowledge that could help rejuvinate our
field."

Whether or not a discussion like this is germaine to the NLA listserv, I
can't say, but as a 14 year ABE practitioner, I would be well pleased if
some real clarity emerged on these distinctions as part of the public
discourse of our field to inform instruction, training, program
management, and policy.


George Demetrion
GDemetrion at juno.com