Thought some of you might find the following information useful.
Ian.

 ----------
From: Prof Norm Coombs
To: ADAPT-L
Subject: Significant LD resource Guide Available on Web With EASI
Date: 07 February 1997 13:51

EASI (Equal Access to Software and Information) is proud to
announce that we have been given permission by the University of
Georgia's Learning Disabilities Research Training Center to post
asignifican resource guide on the world wide web.  The NATIONAL
INFORMATIONAL RESOURCE GUIDE For and About Adolescents and Adults
with Learning Disabilities and Attention Deficit Disorders has
been developed with support by the National Institute    on
Disability and Rehabilitation Research (NIDRR).  It contains a
wealth of resource information invaluable to anyone working in
this field.  Below is a short quote from the beginning of the
resource guide:

The guide is on the EASI web http://www.rit.edu/~easi linked from
the publications page under other publications and linked from
the science and math page under LD.  Its specific url is:

http://www.rit.edu/~easi/easisem/ldnoelbw.html

It is also the EASI Pick of the Week from the top menu.

I want specifically to thank Dr. Noel Gregg for sharing this with
us.
Norman Coombs [log in to unmask]


   The LDR&TC focuses upon four comprehensive research strands by
   integrating the resources of six major institutions: the
University of    Georgia, Roosevelt Warm Springs Institute for
Rehabilitation, Georgia    University Affiliated Program, Auburn
University, James Madison    University and the Center for
Learning Potential. These four strands    follow the conceptual,
regulatory, and consumer frameworks surrounding    needs of
adults with Specific Learning Disabilities.

   Research strand 1, Policy and Funding, reviews state and local
   policies and rules which guide programs for adults with
Specific    Learning Disabilities. Identification and eligibility
criteria, and    program funding sources are also reviewed.

   Research strand 2, Functional Assessment, developed
empirically-based    Functional Assessment Profiles which
describe subgroups of adults with    similar approaches and
functioning. These common patterns assist    consumers and
program providers to develop a better match between an    adult
and needed modifications and accommodations in a variety of
settings (employment, post-secondary).

   Research strand 3, Employment and Transition, investigates
factors    contributing to successful transition into adulthood
and employment.    Various transition programs are reviewed along
with the ability of    systems to operate such programs.

   Research strand 4, Consumer Empowerment, identifies strategies
related    to goals of consumer empowerment and independence for
adults with    Specific Learning Disabilities through learning
coping skills, social    skills and self-advocacy.

   Accompanying the research strands is a consumer-driven
Training and    Dissemination program. Activities include
distance learning programs    on accommodation/modification,
assistive technology, success in the    workplace, diversity, and
adult issues and management of attention    disorders. In
addition there are field-based internships for    job-trainers, a
"train-the-trainer" course, technical assistance to    transition
personnel and employers, specially designed training for    the
consumer, and a national symposium for consensus building and
information-sharing. A newsletter, L.D.Link , and topical
monographs    are available on a number of topics pertinent to
adults with Learning    Disabilities.

                         Introduction to the Guide

   This informational Guide was developed for and about
adolescents in    transition and adults with learning
disabilities and attention    disorders. This Guide may be used
by consumers, their families, the    professionals who work with
them, and those who write policy that    include and affect all
people with learning disabilities.
   Resources included in this Guide reflect organizations,
centers, and    sources of information. In using the Guide,
organizations include    those that serve and guide professionals
such as the Association on    Higher Education and Disability
(AHEAD), as well as organizations that    provide direct services
such as Recordings for the Blind. Centers    accomplish one or
more of the following activities: research,    training,
information dissemination or the direct provision of    services.
Informational sources provide access to information that
covers a wide range of topic areas related to learning
disabilities    and attention disorders. Resources are listed
alphabetically within    each category. Wherever possible we have
included on-line addresses    for Internet access. The last page
of the Guide is a summary of    available toll-free numbers for
organizations, centers, and    informational sources listed in
the Guide. Information in the Guide is    accurate as of Summer
1996.



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