A New
Web-Based Training
Inservice Project
(click the underlined text)
Reach the Bridges to Practice Website
(Reach the Bridges to Practice Website)
Bridges Logo
Click below to access a checklist of all activities required in this project
View Online Activity Checklist
(View the online Activity Checklist)
bar

Orientation
Overview
LD Review
ADD/ADHD
Modify or Accommodate?
GED Tests
Learning Styles Strategies
Teaching Suggestions
LD & ESL/ESOL
Teaching Self-Advocacy
Teaching Social Skills
Learning Environments
Bridges First WBT

Key to Icons
folder Pull down
a file
link Link to
the Internet
activity Online Activity

For information on Bridges to Practice training in your area, please contact:
Dr. Rochelle Kenyon, Project Director
rkenyon721@aol.com

 

Before You Begin the Testing Process

Before testing and labeling an adult ESL/ESOL student as learning disabled, see if there are other reasons for lack of progress. Are some of the following reasons for a student's slow progress in learning English? Remember, these behaviors or problems will most likely affect all learning, where a learning disability usually affects only one area of learning.

Ask yourself whether or not any of the following may be true of each of your ESL/ESOL learners.

This learner has:

  • Limited academic skills in his/her native language due to limited previous education (low literacy or illiterate in one's native language)
  • Ineffective study habits
  • A different type of alphabet in his/her native language that interferes with the learning of English (e.g. a non-Roman type of alphabet found in Oriental and Middle Eastern cultures)
  • Different expectations of the class than I do as the instructor (a possible mismatch between teaching style, learning style, and expectations)
  • Severe stress or trauma
  • Socio-cultural factors interfering with learning, such as age, physical health, social identify, and even diet
  • External problems with work, health, and family
  • Sporadic attendance in the class
  • Lack of practice outside of the classroom

Adapted from Adkins, Sample, & Birman, 1999; Almanza, Singleton, & Terrill, 1995/96; Grognet, 1997; Schwarz & Burt, 1995.

 

Back  Next

bar
This program was developed by Dr. Rochelle Kenyon, Project Director, Florida Bridges to Practice, through an Adult Education State Leadership Grant from the Florida Department of Education, Division of Community Colleges and Workforce Education.

Content development by Dr. Rochelle Kenyon, Susan Pittman and Bonnie Vondracek. Proofing and editing by Meryl Eisenberg.  Web design and development by Dr. Debra L. Hargrove.

Disclaimer:  While every effort has been made to ensure the accuracy of this web-based training component, it is not an official publication of the Florida Department of Education.