Plain Language Guide For Teachers

Learning is not just reading, writing and math. It includes how we as tutors and instructors relate to the learners who come into our classes. How do we provide them with experiences that will boost their self-confidence and self-concept? 

The Plain Language Guide is intended to provide the tutor/instructor with insight about the art of teaching adults considered intellectually disabled. It is a user-friendly, interactive and practical guide for anyone who uses it. It is reusable and recyclable (add to it, adapt it, photocopy it, etc).

The Plain Language Guide has five sections:

1. The screening and interviewing processes we use.
2. Learner-written material to use in reading.
3. Writing activities based on the reading material.
4. Math activities.
5. A working bibliography of materials relevant to teaching adults considered to have an intellectual disability.
   

Reading

"Reading is an enjoyable activity for all learners at all levels of learning. We read silently and aloud.

In all my classes, we use the local newspaper to find out what the news is. It provides a good opportunity to discuss current events. For the pre-readers, we look at the pictures and the numbers to figure out what is being talked about.

In brief, this is what we do in the classroom:
Reading is always voluntary. Usually when the person realizes that their reading ability is okay and that they'll have support from the group with reading hard words, they join in. We read the stories the learners write and do exercises made from them..."

Writing

"Since the curriculum comes from the learners, you the instructor, have a wonderful opportunity to let the creative juices flow. It always amazes me how spontaneously the ideas are born.

A major and important role of the instructor is to motivate the learners. Then, part of the challenge is in providing opportunities for learning to take place. Learning takes place just about anywhere, anytime.

For us who teach, it is up to us to spot those opportunities and to provide a context so that learning can happen. Context is important because relevance and concreteness play important roles in how well they learn something.

I have listed some of the things we do when we write. This is how the writing process gets started:

Daily journals and written conversations are very important to get the learners to write.

How much they write is not important at first..."

Math and Numbers

"I start out with flashcards 0-40 and we count in sequence. You can use any amount of numbers. It all depends on what the learners know and how quickly they learn the numbers.

We review the numbers in sequence regularly. Sometimes, I check to see if they remember their numbers by asking them to name numbers I point to, out of sequence..." 

A Plain Language Guide in Reading, Writing, and Math
ISBN 978-0-9683307-0-3 © 1998 

For more information, contact:

Community Employment Services Coordinator
8736 Commercial Street, New Minas, NS B4N 3C5
Tel: 902-681-2103 Fax: 902-681-2688
Email: lisahammettvaughan@flowercart.ca

To order a copy of the guide, contact:

Office Manager, Flowercart
9412 Commercial St., New Minas, NS B4N 3E9
Tel: 902-681-0120 Fax: 902-681-0922
Email: wendygallant@flowercart.ca