Toward a "whole life" perspective on learning disabilities in adult literacy settings a conceptual framework to guide professional developement [sic]

Record details

Physical Description: electronic resource
remote
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1 electronic text (33 p.) : digital file.
Publisher: [Vancouver, B.C.] : RiPAL-BC, 2007

General Note:	Cover title. "August, 2007." Issued as part of the desLibris documents collection.
Bibliography, etc. Note:	Includes bibliographical references (p. 29-33).
Formatted Contents Note:	1. Introduction -- 1.1. Scope and limitations -- 1.2. Organization of the review -- 2. Defining learning disabilities -- 2.1. Dyslexia -- 2.2. Visual processing learning disabilities -- 2.3. Auditory processing learning disabilities -- 2.4. Organizational learning disabilities -- 2.5. Dyscalculia (numeracy-based learning disability) -- 2.6. Attention Deficit/Hyperactivity Disorder -- 2.7. Fetal Alcohol Spectrum Disorder (FASD) -- 2.8. Gifted and LD -- 2.9. Learning disabilities, learning differences and the issue of label -- 3. The "Whole Life Approach" to Learning Disabilities in Adult Literacy Settings: Rationale and Implementation -- 3.1. Building relationships of trust and dialogue through intake, screening and learning profiles -- 3.2. Teaching many minds: "LD friendly" instructional strategies and supports inside and outside the classroom -- 3.3. Taking care of the spirit: Addressing the issues that "walk beside" LD -- 3.4. Changing how the world thinks about LD: system advocacy, self-advocacy and raising awareness about LD -- 3.5. Continuing the conversation: Professional development and reflective practice -- 4. Conclusion -- Reference list.
System Details Note:	Mode of access: World Wide Web.