MAD HATTER PAGE 6

 

 

EDUCATIONAL LEAVE INFORMATION:
FROM SHERRY LADBROOK, READING/
STUDY SKILLS CONSULTANT

 

Effective April 1, 1982 I have been on
educational leave. The purpose of my
three-month leave is to design a con-
ceptual and working base for a Learning
Assistance Centre (L.A.C.) for Douglas
College.

At the present time our college, through
various disciplines, offers skills dev-
elopment for reading, writing, library,
and study skills. These are DEVELOP-
MENTAL in curriculum design and provide
limited remedial instruction to the stu-
dents.

In addition to these specific courses,
the A.B.E. and E.L.T. programs provide
individual: or group assistance to stu-
dents who are upgrading their basic
skills, content knowledge, and compet-
ence in English language communication
skills.

Based on the Douglas College Philosophy
and Goals Statement, the College's ad-
ministration and faculty ARE NOT meeting
the instructional needs of some integral
college and community groups. These
include:

1) content subject (s) UNDER-ACHIEVERS
(who need more than faculty office
time) ;

2) the registered student with a SPECI-
FIC LEARNING PROBLEM(S) (example: in-
adequate thought sequencing cr spel-
ling in the writing of term papers
or exams);

3) the LEARNING DISABLED ADULT (where
the disability CAN be corrected);

4) the EMOTIONALLY DISABLED ADULT
(where personal problems, anxieties,
etc. affect academic achievement;

5) the PHYSICALLY DISABLED ADULT (hav-

 

ing minimal to moderate brain or body
impairment that impedes progress
through normal learning modalities).

At the present time, many students from
one or more of the above categories is
referred to me by faculty or by our
Adult Special Education Coordinator. Up-
on referral psycho-educaticnal assessment
is carried out but prescriptive instruc-
tional follow-up within Douglas College
is SEVERELY limited.

It is my intent while on leave to pro-
vide a mandate that will offer instruc-
tional services to these adult learners
described.

The forms of my project will center on
the following:

1) Introduction/description of under-
achievers, illiterates, and problem
learners in a college setting

2) Existing "special" instructional ser-
vices, internal and external to Doug-
las College

3) A Learning Assistance Centre for a
college setting: what is it? Where
are they now in B.C.?

4) Discussion of existing L.A.c.'s in
the lower mainland

5) Designing a conceptual base for a
learning Assistance Centre for Doug-
las College

6) How the 1..A.C. differs from other
course/program offerings at Douglas
College

7) Designing the working medel for this
Centre (suitable to the needs of Doug-
las College at-large and its adult
community)

8) Staffing the L.A.C.

9) Discussion of referral procedures and
follow-up, psycho-educational assess-
ment, and vocational testing

10) Annotated bibliography of tests and
materials for a college L.A.C.

This document will be completed and made