References and PD Resources

for Supporting Learners with Diverse Learning Needs

This section includes resources that informed this document and resources (academic articles, websites, videos, tutorials, courses, etc.) for professional development and further learning on this topic.

Affiliation of Multicultural Societies and Service Agencies of BC (AMSSA). (2019). A principles-based approach to supporting LINC learners. https://www.amssa.org/wp-content/uploads/2019/04/A-Principles-based-Approach-to-Supporting-LINC-Learners-April-2019.pdf

Agrawal, J., Barrio, B., Kressler, B., Ju-Hsiao, Y., & Shankland, R. (2019). International policies, identification, and services for students with learning disabilities: An exploration across 10 countries. Learning Disabilities: A Contemporary Journal, 17(1), 95–114. https://files.eric.ed.gov/fulltext/EJ1218057.pdf

Alberta Human Rights Commission. (2021). Duty to accommodate students with disabilities in post-secondary educational institutions. Human Rights Guide. https://www.albertahumanrights.ab.ca/publications/bulletins_sheets_booklets/bulletins/Pages/duty_to_accommodate.aspx

Burr, E., Haas, E., & Ferriere, K. (2015). Identifying and supporting English learner students with learning disabilities: Key issues in the literature and state practice. National Center for Education Evaluation and Regional Assistance. https://files.eric.ed.gov/fulltext/ED558163.pdf

CAST. (2018). The UDL guidelines. http://udlguidelines.cast.org

CAST. (2021). Learning resources. https://www.cast.org/products-services/resources

California Department of Education (CDE). (2018). California dyslexia guidelines. https://www.cde.ca.gov/sp/se/ac/documents/cadyslexiaguidelines.pdf

Centre for Canadian Language Benchmarks. (2019). Canadian Language Benchmarks for the Deaf. Working Draft. https://www.language.ca/wp-content/uploads/2019/11/CLB-Deaf-Addendum_July-2019_FINAL.pdf

ESL Rural Routes. (n.d.). Tipsheets and worksheets. https://eslruralroutes.norquest.ca/resources/content/rural-routes-tip-sheets.aspx

Hewitt, J. E. (2017) Yes I can: Mental health guide for adult literacy facilitators. Project Read Literacy Network; Ontario Trillium Foundation. www.projectread.ca/pdf/MentalHealthGuide2017.pdf

Jamal, G. (2019). Stereotypes about adults with learning disabilities: Are professionals a cut above the rest? Disability, CBR & Inclusive Development, 30(2), 7–36. https://www.researchgate.net/publication/336391400_Stereotypes_about_Adults_with_Learning_Disabilities_Are_Professionals_a_Cut_Above_the_Rest

Klompien, A. (2018). Best teaching practices for English language learners who have experienced trauma: A book of trauma-informed English language mini-lessons for ELL teachers. Hamline University. https://digitalcommons.hamline.edu/hse_cp/202

Mental Health First Aid Canada. (n.d.). https://www.mhfa.ca/en/home

National Center on Accessible International Materials. (n.d.). https://aem.cast.org/

Ontario Council of Agencies Serving Immigrants (OCASI). (n.d.). Mental health promotion. https://ocasi.org/mental-health-promotion

Ontario Council of Agencies Serving Immigrants (OCASI). (n.d.). Accessibility kit. https://ocasi.org/sites/default/files/accessibility-kit_0.pdf

PANDA Minnesota Adult Basic Education Disability Specialists. (2018). Categories. https://pandamn.org/categories/

Price, A., Auld, B., & Jerkovic, N. (2017). Rising to the reading challenges of adult learners: Practitioners’ toolkit. CANLearn Society. https://www.canlearnsociety.ca/resources/adhd-ld-resources/practitioners-toolkit/

Rivera, J. C., Jimenez, B. A., Baker, J. N., Spies, T., Mims, P. J., Courtade, G. (2016). A culturally and linguistically responsive framework for improving academic and postsecondary outcomes of students with moderate or severe intellectual disability. Digital Commons@East Tennessee State University.
https://dc.etsu.edu/cgi/viewcontent.cgi?referer=https://scholar.google.ca/&httpsredir=1&article=1301&context=etsu-works

Tutela. (2021). Events and webinars. https://tutela.ca/PublicHomePage

United Nations Department of Economic and Social Affairs Disability. (n.d.). Convention on the rights of persons with disabilities (CRPD). https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html

Wall, T., & Szasz-Redmond, E. (2013). English language learning for everyone: A resource manual for teachers with struggling English language learners. Calgary Immigrant Women’s Association.
https://www.ciwaonline.com/uploads/Manuals/english%20language%20learning%20for%20everyone%202013.pdf

Wartenweiler, T. (2017). Trauma-informed adult education: An interpretative phenomenological analysis. The Online Journal of New Horizons in Education, 7(2), 96–106. https://www.tojned.net/journals/tojned/articles/v07i02/v07i02-11.pdf

Waterhouse, M. (2016). Telling stories of violence in adult ESL classrooms: Disrupting safe spaces. TESL Canada Journal, 33 (Special Issue), 20–41. https://teslcanadajournal.ca/index.php/tesl/article/view/1244

Wilbur, A. (2017). Creating inclusive EAL classrooms: How Language Instruction for Newcomers to Canada (LINC) instructors understand and mitigate barriers for students who have experienced trauma. TESL Canada Journal33, 1–19. https://doi.org/10.18806/tesl.v33i0.1243

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ATESL Best Practices for Adult EAL and LINC Programming in Alberta by Alberta Teachers of English as a Second Language (ATESL) is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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