Adults with Learning Disabilities and the Role of Self-Determination: Implications for Literacy Programs

Authors

  • Mary Ann Corley National Center for Literacy and Social Justice, New Orleans
  • Juliana Taymans George Washington University

DOI:

https://doi.org/10.56105/cjsae.v15i2.1921

Abstract

This article links the research on the status of adults with learning disabilities in the United States with the growing movement of selfdetermination for individuals with disabilities. From this knowledge base, practical implications are extracted for literacy providers on strategies for encouraging the development of self-determination in learners and for making program services more responsive to the needs of persons with learning disabilities. These implications include modifications in professional staff development, curriculum development, and mentoring and modeling, as well as increased learner involvement in planning.

Résumé

Cet article fait le lien entre la recherche sur les adultes éprouvant des difficultés d''pprentissage aux Etats-Unis et le mouvement en pleine expansion de l'affirmation de ces individus ayant des difficultés. Dans cette banque d'information, les intervenants en alphabétisation trouveront des applications pratiques sur les stratégies pour promouvoir l'affirmation des apprenants et pour mettre sur pied des programmes qui répondent mieux aux besoins de ces apprenants éprouvant des difficultés d'apprentissage. Ces applications incluent des modifications sur le plan du personnel professionnel, du développement du curriculum, du mentorat et du modelage de même que l'implication accrue de l'apprenant dans la planification.

Downloads

Published

2001-11-01

How to Cite

Corley, M. A., & Taymans, J. (2001). Adults with Learning Disabilities and the Role of Self-Determination: Implications for Literacy Programs. Canadian Journal for the Study of Adult Education, 15(2), 149–167. https://doi.org/10.56105/cjsae.v15i2.1921

Issue

Vol. 15 No. 2 (2001)

Section

Articles

License

Authors of manuscripts accepted for publication will be required to assign copyright to the Canadian Journal for the Study of Adult Education/L’Association canadienne pour l’étude de l’éducation des adultes (CJSAE). CJSAE requests that, as the creator(s)/author(s) of the manuscript your are submitting assign certain rights to the manuscript to the CJSAE in exchange for undertaking to publish the article in print and electronic form and, in general, to pursue its dissemination throughout the world. The rights the CJSAE requests are:

  1. The right to publish the article in print and electronic form or in any other form it may choose that is in keeping with its role as a scholarly journal with the goal of disseminating the work as widely as possible;
  2. The right to be the sole publisher of the article for a period of 12 months;
  3. The right to make the article available to the public within a period of not more than 24 months, as determined by relevant journal staff of the CJSAE;
  4. The right to grant republication rights to itself or others in print, electronic, or any other form, with any revenues accrued to be shared equally between the author(s) and the journal;
  5. The right to administer permission to use portions of the article as requested by others, seeking recompense when the CJSAE sees it as warrented;
  6. The right to seek or take advantage of opportunities to have the article included in a database aimed at increasing awareness of it;
  7. As the author(s), the CJSAE wishes you to retain the right to republish the article, with acknowledgement of the CJSAE as the original publisher, in whole or in part, in any other pbulication of your own, including any anthology that you might edit with up to three others;
  8. As the author(s), the CJSAE withes you to retain the right to place the article on your personal Web page or that of your university or institution. The CJSAE askes that you include this notice: A fully edited, peer-reviewed version of this article was first published by the Canadian Journal for the Study of Adult Education, <Year>, <Volume>, <Issue>, <Page Numbers>.

BY AGREEING TO THE FOREGOING, YOU CONFIRM THAT THE MANUSCRIPT YOU ARE SUBMITTING HAS NOT BEEN PUBLISHED ELSEWHERE IN WHOLE OR IN PART, AND THAT NO AGREEMENT TO PUBLISH IS OUTSTANDING.

SHOULD THE ARTICLE CONTAIN MATERIAL WHICH REQUIRES WRITTEN PERMISSION FOR INCLUSION, YOU AGREE THAT IT IS YOUR OBLIGATION IN LAW TO IDENTIFY SUCH MATERIAL TO THE EDITOR OF THE CJSAE AND TO OBTAIN SUCH PERMISSION. THE CJSAE WILL NOT PAY ANY PERMISSION FEES. SHOULD THE CJSAE BE OF THE OPINION THAT SUCH PERMISSION IS NECESSARY, IT WILL REQUIRE YOU TO PURSUE SHUCH PERMISSSION PRIOR TO PUBLICATION.

AS AUTHOR(S), YOU WARRANT THAT THE ARTICLE BEING SUBMITTED IS ORIGINAL TO YOU.

Provided the foregoing terms are satisfactory, and that you are in agreement with them, please indicate your acceptance by checking the appropriate box and proceed with your submission.

This copyright agreement was extracted with permission from the "Best practices guide to scholarly journal publishing" (2007), produced by the Canadian Association of Learned Journals (CALJ).