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Findings from "Learning to Achieve: A Review of the Research Literature on Serving Adults With Learning Disabilities" will inform a new professional development program to be offered to practitioners and others working with adults with learning disabilities (LD). The six topics covered in the review--assessment, English language learners, accommodations, teaching methods, transition, and impact of LD--address needs and issues consistently raised by service providers working in the field. The literature review chapters of this publication are organized into three sections as follows: (1) Assessment practices for identifying adults with learning disabilities; (2) Effective interventions for adults with learning disabilities; and (3) A developmental view of adults with learning disabilities. Chapters of this paper include: (1) Introduction (Juliana M. Taymans); (2) Assessment of Adults with Learning Disabilities (H. Lee Swanson); (3) Issues in Identifying Learning Disabilities for English Language Learners (Robin L. Schwarz); (4) Accommodations: Evidence-Based Accommodation Research Specific to the Adolescent and Adult Population with Learning Disabilities (Noel Gregg); (5) Teaching Methods: Instructional Methods and Arrangements Effective for Adults with Learning Disabilities (Michael Hock); (6) Transition and Adults with Learning Disabilities (Paul J. Gerber); and (7) Impact of Learning Disabilities on Adults (Paul J. Gerber). Individual chapters contain appendices, references, and footnotes. (Contains 17 tables.) [This paper was edited by Juliana M. Taymans.]

Accountability in many and varied forms is being required of teacher preparation programs. Weiner (2000) explores the dichotomy of the belief that meaningful learning needs to be situated versus policy that demands educational outcomes be standardized. This contradiction demands urgent analysis as we look for appropriate measures of accountability for both teachers and students. The George Washington University Urban Initiative Professional Development School (UI-PDS) partnership engaged in interview, survey, focus group, and observational research during the 2004-2005 school year to study the effectiveness of the Urban Initiative (UI) in preparing teachers for urban schools. Bronfenbrenner's ecological theory stresses the important role of authenticity and context in understanding Professional Development school (PDS) work (Muuss, 1996). When evaluating PDS effectiveness, it becomes necessary to take into account the interrelatedness of context and school. The research presented here contextualizes the study within a well established PDS partnership in a high poverty urban setting that prepares preservice teachers to teach students with low literacy levels. The research, conducted with preservice teachers in the UI-PDS and graduates of the UI-PDS in their first year of teaching, indicates teachers prepared within a PDS model are well equipped to meet the challenges of urban settings. They plan and implement lessons relative to students' diverse backgrounds, interests, and skills while simultaneously engaging in advocacy and collaboration to advance their students' achievement. This research also indicates components of the UI-PDS program that best supported preservice and novice participants' learning to teach that they specified through interviews and surveys. Components included taking responsibility for teaching students, daily on-site support, collaborative practice, and personal attributes of participants. (Contains 3 tables.)

An emerging theme in professional development for adult literacy program staff over the past decade has been the topic of learning disabilities (LD). As adult educators have come to recognize that the effects of LD can play a significant role in the performance and retention of adult learners, many have sought answers to the following questions: What are learning disabilities, and how do they affect adult learners? How can individuals determine which learners have LD? What strategies are most effective for teaching someone with LD? Interest in what it means to provide effective services for adult learners with LD has not always been this keen. This review was based on ninety-eight references published between 1989 and 2000 as well as selected references published prior to 1989 that supported background information. This literature review organizes the information into two broad categories: what individuals know about adults with LD and how they serve adults with LD. The research reviewed herein has direct implications for how the adult literacy field defines its services. (Contains 1 note.) [Chapter 3 in: Annual Review of Adult Learning and Literacy. Volume 3; copublished with John Wiley & Sons, Inc.; see ED478329.]

Reviews the status of adults with learning disabilities. Outlines five components of self-determination that should be integrated into adult literacy programs: (1) know and value oneself; (2) plan; (3) be proactive; (4) experience outcomes and learn; and (5) find a supportive environment. Stresses the need for staff development and learner support. (Contains 35 references.) (SK)

The paper reports an inter-agency cooperative project to investigate the use of different instructional data bases to determine which characteristics were most facilitative for the instruction of 14- and 15-year-old urban students with a range of abilities in a summer career exploration program. Special education and rehabilitation professionals (N=20) in a university course learned and taught the three database management software systems (Friendly Filer, Mastertype Filer, and Filing Assistant) using a customized teaching manual developed by project personnel. Files containing career information were developed for each of the software systems. Structured group instruction plus individual assistance resulted in all students being able to perform basic database manipulations, some being able to add information to existing files, and a few able to create their own files and input their own information of interest. Students rated the computer lab as their favorite activity. Recommendations included introducing novices to application programs before more traditional educational programs; having novice computer instructors work as a teaching team; and encouraging individual applications transferable to professional positions. (DB)