Papers from the 19th Adult Literacy Conference convened by the Australian Council for Adult Literacy include: "A Little to the Right on Writing" (Brendan Bartlett, Margaret Fletcher); "Deconstructing the 'Australian Language and Literacy Policy'" (Helen Beazley); "Comparing Content-Centered and Learner-Centered Approaches in School Mathematics: Picking Up the Pieces in Numeracy with Adults" (Jennie Bickmore-Brand); "Developing Workplaces as Learning Environments: Towards a Learning Curriculum" (Stephen Billett); "Last CALL for All: Before IT (Information Technology) Races down the Superhighway" (Paula Burns); "Using Key Competencies to Solve the Equation" (Ralph Catts); "Quality and Competency Based Education and Training" (Clive Chappell); "Managing the Competency Based, Multi-level, Literacy Classroom: What Works" (Jean Clarke); "Fractions, Decimals and Adult Learners" (Tom J. Cooper, Shelley Dole); "Computing as Literacy--The Computing Practices of Language and Literacy Teachers" (Chris Corbell); "Chickens, Eggs and 'Access': Untangling Competence and Capability through a Re-examination of Skills, Knowledge, Values, Non-formal and Formal Learning in Agriculture" (Ian Falk, Sue Kilpatrick); "Challenges Facing Training" (William Hall); "Office Discourses: Which Attributes Are Given Authority in Institutional Classrooms?" (Ann Kelly); "Flexible Delivery: One Practitioner's Point of View--What Has to Change When You Go Flexible?" (Anne Kiley); "Aboriginal and Torres Strait Islander Adult Education Histories and Their Relationship to the Development of Academic Writing Skills" (Bill Langlands); "A New Work Order: Some Implications for Being Literate in a Global Economy" (Colin Lankshear); "Assessing Front-line Management the Identification of Personal Constructs in the Workplace" (Irena Morgan-Williams); "The Role of Volunteer Tutors in the History of Adult Literacy in Queensland" (Jean Searle); "Parents and Literacy (PAL)" (Julie Spreadbury); and "Choosing Change through Literacy" (Kath White). (MN)
This report documents the current situation in Australia with respect to literacy learning of individuals with intellectual disabilities. Information for the study was obtained in the following ways: literature review; a survey of services offered in Australia (respondents were 90 principals/directors/presidents; 201 service providers; 37 correctional service institutions; 108 course convenors; 102 teachers/tutors; and 205 community agencies); a study of the competencies and needs of a sample of 18 adults with intellectual disabilities in their work environments; and 5 special projects focusing on providing literacy services for people with intellectual disabilities. The report is organized in three volumes. Volume 1 comprises an overview of the project, an executive summary, and conclusions and recommendations. Volume 2 contains the literature reviews, results of studies and questionnaire surveys, and the five special project reports: "Study of the Provision of Adult Literacy/Numeracy to Adults with Intellectual Disabilities at Rockhampton College of Technical and Further Education (TAFE)" (Simonds); "Study of the Support Offered to Students with Intellectual Disabilities at Redlands Community College" (Laakso); "Assessment of Literacy Skills Using Facilitated Communication" (Attwood, Remington-Gurney); "Investigation of the Use of Rebuses, and the Strategy of Symbol Fading To Enhance the Literacy Skills of Twelve Individuals with Intellectual Disabilities" (Woolard, Groves); and "Report on an Adult Literacy Tutor Training Program for Caregiver/Supervisors Who Work with Adults with Moderate/Severe Intellectual Disabilities at Rockhampton College of TAFE" (Harreveld). Volume 3 has three sections: (1) 12 appendices containing the questionnaires and lists of survey respondents; (2) 11 appendices of participant profiles and sample materials from the Rockhampton College study; and (3) 9 appendices of sample materials from the Redlands Community College project. (KC)
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