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

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.

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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. Retrieved from https://cjsae.library.dal.ca/index.php/cjsae/article/view/1921

Issue

Section

Articles