No subject
Sun Jan 8 12:31:42 EST 2006
more reasonable to think about policy that allows adults to seek time
away for personal, health-related reasons; to have access to choices
about how to address their issues without losing a spot in a learning
program."
It is a revelation to me that adults can "lose their spot" in a learning
program. Does this mean some programs have policies that kick adults out
due to absences? If so, maybe it is the absence of a policy that is
necessary! I can't imagine running an adult ed program without open
enrollment. What's going on?
Deborah W. Yoho
Co-moderator, NIFL-Health Listserv
President, SC Adult Literacy Educators
Executive Director, Greater Columbia Literacy Council
2728 Devine Street, Columbia, SC 29205
803-765-2555 Fax 803-779-8417 dwyoho at earthlink.net
> [Original Message]
> From: Janet Isserlis
> To:
> Date: 1/20/2003 9:33:30 AM
> Subject: Re: [NLA] Discussion: Policy or Legal Challenges on behalf
ofAdult Learners with Trauma
>
> David, Nancy and all,
>
> First - thanks, the pushing us to consider the policy implications of
> the questions of working with adult learners who have experienced (or
> are experiencing) trauma of one sort of another.
>
> These learners (and colleagues) are not only those participating in
> basic level classes -- there are men and women who have experienced
> political, personal trauma in their countries of origin, in the
> immigration process, in daily fear of abusers -- some of these men
> and women are participants in adult education classes and programs.
>
> It's important to stress that knowing *who* has experienced trauma is
> not the issue so much as creating learning environments that are safe
> for all involved. This does not mean finding out who may be in need
> of counselling, but making known that counselling services are
> available in the community -- or at the learning site, when this is
> the case. Making known the availability of resources by leaving
> brochures in common spaces, hanging posters that give information
> about community resources (victims of crime hot line numbers, as well
> as posters giving information about general health care, shelters for
> women escaping domestic violence, etc) is part of helping adults see
> the range of possibilities available to them.
>
> The policy issue is one that I think requires much thought. I'm
> aware of at least two programs in Providence that have re-thought
> their policies about attendance requirements. While not publicizing
> their decisions broadly, they have made it known to their teachers
> that if students have concerns (e.g. one woman afraid to leave a
> child in the house when a potentially abusive relative was visiting)
> , that teachers can tell students that if they have pressing family
> matters, they can speak to their teachers about a need for an
> extended absence without fear of losing their place in the program.
> To "formalize" a program to allow women or men to ask for time out
> because of trauma, per se creates other potential problems. It seems
> more reasonable to think about policy that allows adults to seek time
> away for personal, health-related reasons; to have access to choices
> about how to address their issues without losing a spot in a learning
> program. Some learners are able to stay in school; others need time
> to stop out for a while.
>
> Other policy areas -- particularly WIA work requirements -- are
> similarly tricky. Many adults receiving government benefits do have
> case workers -- sometimes for better, sometimes for worse. There are
> domestic violence waivers (so that an errant parent cannot trace
> his/her spouse or partner) vis a vis child maintenance payments;
> domestic violence, however, is not the only issue on the table.
>
> More germane to our work, I think , is finding ways to broadly frame
> policy to accommodate both the needs and strengths of adults for whom
> trauma is an issue -- by extending attendance policies, by helping
> teachers know more about a broader range of teaching and learning
> strategies, by learning, more, ourselves, about how people learn and
> teach while dealing with issues of trauma in their lives. Some
> people view school as a respite from other ongoing issues they face;
> for others, it's necessary to take some time away. Each person deals
> with stressors and trauma in her/his own way.
>
> Have a look at the Canadian Centre for Victims of Torture's work
> http://www.icomm.ca/ccvt/; consider that a program in Providence (and
> other programs as well) have sought and received funding for the
> services of a counsellor on site; please browse through some of the
> resources at http://www.brown.edu/lrri/screen.html.
>
> I know many of us are working on this issue and I'm hopeful that in
> raising a question of policy we may be able to move further (despite
> the harsh economic outlook before us) to ensure that programs provide
> access to learning for all who wish to seek it.
>
> Janet Isserlis
>
> >Nancy Hansen wrote me to raise a public policy question about
> >support for learners who have been traumatized. I wonder if anyone
> >is aware of proposed or actual policy, or legal challenges, in the
> >U.S. or elsewhere which address this issue.
>
>
> _______________________________________________
> NLA mailing list: NLA at lists.literacytent.org
> http://lists.literacytent.org/mailman/listinfo/nla
> LiteracyTent: web hosting, news, community and goodies for literacy
> http://literacytent.org
_______________________________________________
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http://lists.literacytent.org/mailman/listinfo/nla
LiteracyTent: web hosting, news, community and goodies for literacy
http://literacytent.org
_______________________________________________
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http://lists.literacytent.org/mailman/listinfo/nla
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http://literacytent.org
Nancy Hansen, E.D.
Email: sfallsliteracy at yahoo.com
Sioux Falls Area Literacy Council
Sioux Falls, SD 57104-1314
Phone: (605) 332-BOOK
Fax: (605) 332-9389
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<P>Dear Connie,
<P>Thanks for your input. This is what I was really wanting to find out - how many and what type attendence stipulations do providers have. ( I also like the Island of Peace idea, but we don't have our learners come to a literacy center.)
<P>I'll write you some personal comments off-line, but I wanted to let you know right away that I appreciated your input. I feel that this is what is needed for discussion by policy-makers on the NLA listserv. Perhaps specific policy wording could be shared regarding how various policies, i.e. contracts, are written to get to the meat of this topic. Thoughts?
<P> <B><I>Connie Archambault <carchambault at haverhill-ma.com></I></B> wrote:
<BLOCKQUOTE style="PADDING-LEFT: 5px; MARGIN-LEFT: 5px; BORDER-LEFT: #1010ff 2px solid">First let me say, I like the idea of the Island of Peace corner and I am<BR>going to try it. We have many parents who will call in due to an at home<BR>crisis, this may help.<BR>Second we have a three strikes and your out policy. Students are both<BR>provided with a student policies and procedures manual and instructed in the<BR>expectations for attendance and made aware that we have a lengthy waiting<BR>list if they are not committed to attending. All students sign a contract<BR>with us indicating that they understand the attendance expectation. Students<BR>are given the benefit of the doubt and exceptions are made; however should<BR>students not call or show up for three consecutive days a letter is sent to<BR>them and they are returned to the wait list. We do have students who will<BR>say that they did not receive the policies and procedures or the letter but<BR>having the contract in their files is a visual reminder of their<BR>understanding.<BR>We find that the students who are not committed do not stay long.<BR>Connie Archambault<BR><BR><BR>-----Original Message-----<BR>From: nla-admin at lists.literacytent.org<BR>[mailto:nla-admin at lists.literacytent.org]On Behalf Of Debbie Yoho<BR>Sent: Monday, January 20, 2003 10:56 AM<BR>To: nla at lists.literacytent.org<BR>Subject: Re: [NLA] Discussion: Adult Learners with Trauma<BR><BR><BR>From Janet: "It seems<BR>more reasonable to think about policy that allows adults to seek time<BR>away for personal, health-related reasons; to have access to choices<BR>about how to address their issues without losing a spot in a learning<BR>program."<BR><BR>It is a revelation to me that adults can "lose their spot" in a learning<BR>program. Does this mean some programs have policies that kick adults out<BR>due to absences? If so, maybe it is the absence of a policy that is<BR>necessary! I can't imagine running an adult ed program without open<BR>enrollment. What's going on?<BR><BR>Deborah W. Yoho<BR>Co-moderator, NIFL-Health Listserv<BR>President, SC Adult Literacy Educators<BR>Executive Director, Greater Columbia Literacy Council<BR>2728 Devine Street, Columbia, SC 29205<BR>803-765-2555 Fax 803-779-8417 dwyoho at earthlink.net<BR><BR><BR>> [Original Message]<BR>> From: Janet Isserlis <JANET_ISSERLIS at BROWN.EDU><BR>> To: <NLA at LISTS.LITERACYTENT.ORG><BR>> Date: 1/20/2003 9:33:30 AM<BR>> Subject: Re: [NLA] Discussion: Policy or Legal Challenges on behalf<BR>ofAdult Learners with Trauma<BR>><BR>> David, Nancy and all,<BR>><BR>> First - thanks, the pushing us to consider the policy implications of<BR>> the questions of working with adult learners who have experienced (or<BR>> are experiencing) trauma of one sort of another.<BR>><BR>> These learners (and colleagues) are not only those participating in<BR>> basic level classes -- there are men and women who have experienced<BR>> political, personal trauma in their countries of origin, in the<BR>> immigration process, in daily fear of abusers -- some of these men<BR>> and women are participants in adult education classes and programs.<BR>><BR>> It's important to stress that knowing *who* has experienced trauma is<BR>> not the issue so much as creating learning environments that are safe<BR>> for all involved. This does not mean finding out who may be in need<BR>> of counselling, but making known that counselling services are<BR>> available in the community -- or at the learning site, when this is<BR>> the case. Making known the availability of resources by leaving<BR>> brochures in common spaces, hanging posters that give information<BR>> about community resources (victims of crime hot line numbers, as well<BR>> as posters giving information about general health care, shelters for<BR>> women escaping domestic violence, etc) is part of helping adults see<BR>> the range of possibilities available to them.<BR>><BR>> The policy issue is one that I think requires much thought. I'm<BR>> aware of at least two programs in Providence that have re-thought<BR>> their policies about attendance requirements. While not publicizing<BR>> their decisions broadly, they have made it known to their teachers<BR>> that if students have concerns (e.g. one woman afraid to leave a<BR>> child in the house when a potentially abusive relative was visiting)<BR>> , that teachers can tell students that if they have pressing family<BR>> matters, they can speak to their teachers about a need for an<BR>> extended absence without fear of losing their place in the program.<BR>> To "formalize" a program to allow women or men to ask for time out<BR>> because of trauma, per se creates other potential problems. It seems<BR>> more reasonable to think about policy that allows adults to seek time<BR>> away for personal, health-related reasons; to have access to choices<BR>> about how to address their issues without losing a spot in a learning<BR>> program. Some learners are able to stay in school; others need time<BR>> to stop out for a while.<BR>><BR>> Other policy areas -- particularly WIA work requirements -- are<BR>> similarly tricky. Many adults receiving government benefits do have<BR>> case workers -- sometimes for better, sometimes for worse. There are<BR>> domestic violence waivers (so that an errant parent cannot trace<BR>> his/her spouse or partner) vis a vis child maintenance payments;<BR>> domestic violence, however, is not the only issue on the table.<BR>><BR>> More germane to our work, I think , is finding ways to broadly frame<BR>> policy to accommodate both the needs and strengths of adults for whom<BR>> trauma is an issue -- by extending attendance policies, by helping<BR>> teachers know more about a broader range of teaching and learning<BR>> strategies, by learning, more, ourselves, about how people learn and<BR>> teach while dealing with issues of trauma in their lives. Some<BR>> people view school as a respite from other ongoing issues they face;<BR>> for others, it's necessary to take some time away. Each person deals<BR>> with stressors and trauma in her/his own way.<BR>><BR>> Have a look at the Canadian Centre for Victims of Torture's work<BR>> http://www.icomm.ca/ccvt/; consider that a program in Providence (and<BR>> other programs as well) have sought and received funding for the<BR>> services of a counsellor on site; please browse through some of the<BR>> resources at http://www.brown.edu/lrri/screen.html.<BR>><BR>> I know many of us are working on this issue and I'm hopeful that in<BR>> raising a question of policy we may be able to move further (despite<BR>> the harsh economic outlook before us) to ensure that programs provide<BR>> access to learning for all who wish to seek it.<BR>><BR>> Janet Isserlis<BR>><BR>> >Nancy Hansen wrote me to raise a public policy question about<BR>> >support for learners who have been traumatized. I wonder if anyone<BR>> >is aware of proposed or actual policy, or legal challenges, in the<BR>> >U.S. or elsewhere which address this issue.<BR>><BR>><BR>> _______________________________________________<BR>> NLA mailing list: NLA at lists.literacytent.org<BR>> http://lists.literacytent.org/mailman/listinfo/nla<BR>> LiteracyTent: web hosting, news, community and goodies for literacy<BR>> http://literacytent.org<BR><BR><BR><BR>_______________________________________________<BR>NLA mailing list: NLA at lists.literacytent.org<BR>http://lists.literacytent.org/mailman/listinfo/nla<BR>LiteracyTent: web hosting, news, community and goodies for literacy<BR>http://literacytent.org<BR><BR>_______________________________________________<BR>NLA mailing list: NLA at lists.literacytent.org<BR>http://lists.literacytent.org/mailman/listinfo/nla<BR>LiteracyTent: web hosting, news, community and goodies for literacy<BR>http://literacytent.org</BLOCKQUOTE><BR><BR>Nancy Hansen, E.D.<br>Email: sfallsliteracy at yahoo.com<br><br>Sioux Falls Area Literacy Council<br>Sioux Falls, SD 57104-1314<br>Phone: (605) 332-BOOK<br>Fax: (605) 332-9389<p><br><hr size=1>Do you Yahoo!?<br>
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