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For information on Bridges to Practice
training in your area, please contact:
Dr. Rochelle Kenyon, Project Director
rkenyon721@aol.com
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Most
teachers of ESL/ESOL have at one time or another wondered whether
a certain student might have a learning disability that was impeding
his or her progress in English. However, most teachers work in settings
where there is not ready access to consultation, guidance or referral
advice, and special needs professionals.
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is probably fair to assume that the relatively high percentage
of students found to be learning disabled in some way in the
United States is mirrored in other countries. When we as teachers
see a student floundering who seems capable of more, we have
the best indication that the problem may be an LD problem. |
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identified as learning disabled can be stigmatizing for any
adult - native English speaker or ESOL/ESL learner. That is
why before testing and labeling an adult ESOL/ESL student as
learning disabled, other reasons for lack of expected progress
should first be considered. |
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