[NLA] Discussion: Adult Learners with Trauma

[Janet Isserlis]

To all

>It was "a revelation" to >me< also to read on >ERIC< in a 
>document the statement (page 4 under the sub-head "Policy and 
>Advocacy" by Horseman 2000b) that "institutional policies and 
>funding structures can make it less possible for educational 
>programs to be sensitive to the needs of learners affected by 
>trauma."  It went on to detail that there are examples "out there" 
>somewhere in which "time-limited literacy" "assessment practices" 
>and "attendance policies" >>prohibit<< sensitivity to traumatized 
>adults' with needs, if I'm reading this document correctly.

In some programs, waiting lists are so long that students are given 
[x] number of absences before they do, yes, lose their place in the 
program.

> So my question is, why do we not have policies >against< such 
>limitations established by literacy program 
>administrations and >block< such limitations against traumatized 
>learners from happening?  Is it all because of >funding< regs and 
>who is setting those policies?

Debbie's point that perhaps not everything can or should be addressed 
through policy is something I tried to allude to in my post 
yesterday.  While 'small  p' policy (attendance, for example) 
*should* be addressed, I'd hate to see us fall into a place where 
people are asked to prove 'trauma' in order to be eligible for x,y or 
z.  Rather, we need to be looking at policy that accommodate 
learners' needs and strengths broadly -- allows time needed to 
complete courses - including stopping out, as necessary - and funds 
ancillary services -- either counsellors on site, or referrals 
(gathering accurate information takes time and energy).

Quick note about EMDR - it's a very intensive process, and as far as 
I know, not limited to only 'educational' experiences of trauma. 
Some resources: http://www.emdr.com/, 
http://www.emdr-practitioner.net/

I don't know enough about it all to recommend one or the other, but 
these can give a sense of what the process is about.

Having said all this, and being mindful of the potential cuts to 
systems, I'm reminded of the need to collaborate with agencies that 
work with immigrant, refugee and adult populations in our 
communities, to find ways to bring our collective knowledge and 
skills sets together to assist and support learners and teachers 
coping with various degrees of trauma.

Janet Isserlis