Accommodations for the GED Test--sign up for LINCS to participate in this and other great adult literacy discussions

Group: Disabilities in Adult Education Discussion Topic: Teaching Strategies: Easing the Pathway for Adult Learners with Disabilites to Develop compeptence in the Classroom and Beyond RKenyon's comment on the Discussion Accommodations and Test Taking Strategies on GED Tests Hi Robin, Your comments reflect a topic that is important to me.  The majority of teachers I have trained were not aware of these test taking strategies/accommodations.  Even in groups of local GED Examiners, the use of these strategies was not well known or asked for.  They can make a huge difference in the testing experience for students with disabilities. I am including the actual list below: Accommodations and Test Taking Strategies That Do Not Need Approval on the GED Tests Some accommodations do not require special approval. Also, many people with disabilities have devised, or learned, strategies that help them compensate for their disability, and of these strategies do not require special approval. Some examples are: Using the large-print version of the test—without extended time Use of a straight-edge (no markings) or guide to facilitate the reading of the text, assists spatial orientation Using colored overlays for reading Use of clear transparencies and highlighters Use of Post-it Notes/Flags for spatial orientation Requesting to sit near a window, or away from fluorescent lights, etc., when possible Using graph paper for working through math problems Taking individual tests on different days (granted at discretion of the center and based on available staff) Priority seating Earplugs (disposable, assists concentration) Wearing baseball cap with brim to eliminate glare Sitting next to a fan, heating/ac unit, etc. (to block out distractions) Other devices as deemed appropriate:   GED Testing Service allows all other devices as long as they compensate for the disability and do not provide an unfair advantage. I would like to see this topic as a separate, new discussion thread.  Robin, would you like to start one? Thanks for your contributions, Robin. Rochelle Kenyon, SME - RKenyon Reply to this comment Original text from the Discussion: Teaching Strategies: Easing the Pathway for Adult Learners with Disabilites to Develop compeptence in the Classroom and Beyond GOOD MORNING:  This is Laura DiGalbo and I am delighted to be spending the next two days in discussion with many of you around teaching strategies to assist our adult learners in achieving success in our classrooms and beyond.. I will be sharing information that I have developed  for presentaions here in Ct, nationally and internationally around how we can assess learning needs, develop strategies to meet those needs and  provide effective feedback to our adult ed students. In addition we will explore how instructor behavior influences learning ,the social and emotional factors involved in learning and finally universal design for learning.                                 I will be posting 4 content areas today and 3 tomorrow. In between there will be time for you to respond immediately with your thoughts and experiences.  And of course you can reflect and respond later. Both Rochelle Kenyon, LINCS SME, and I will be checking the thread throughout the next  few weeksand beyond. Your thoughts and insights are very important to both of us. So please share, comment , question as we go along or in the days to come. This "discussion presentation" format is a new one...I'm not sure how I will handle questions/comments throughout the days when I am posting content. So don't be dismayed if you don't have an immediate response from me.                             One final thought here...you will realize that I am not the most efficient typist in the world...much better "in person". So do forgive the typos. I will try ot be vigilant.... All right I will post this message and go create the first content post. Stay tuned!! --