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.

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.

Alberta Human Rights Commission. (2021). Duty to accommodate students with disabilities in post-secondary educational institutions. Human Rights Guide.

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.

CAST. (2018). The UDL guidelines.

CAST. (2021). Learning resources.

California Department of Education (CDE). (2018). California dyslexia guidelines.

Centre for Canadian Language Benchmarks. (2019). Canadian Language Benchmarks for the Deaf. Working Draft.

ESL Rural Routes. (n.d.). Tipsheets and worksheets.

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

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

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.

Mental Health First Aid Canada. (n.d.).

National Center on Accessible International Materials. (n.d.).

Ontario Council of Agencies Serving Immigrants (OCASI). (n.d.). Mental health promotion.

Ontario Council of Agencies Serving Immigrants (OCASI). (n.d.). Accessibility kit.

PANDA Minnesota Adult Basic Education Disability Specialists. (2018). Categories.

Price, A., Auld, B., & Jerkovic, N. (2017). Rising to the reading challenges of adult learners: Practitioners’ toolkit. CANLearn Society.

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.

Tutela. (2021). Events and webinars.

United Nations Department of Economic and Social Affairs Disability. (n.d.). Convention on the rights of persons with disabilities (CRPD).

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.

Wartenweiler, T. (2017). Trauma-informed adult education: An interpretative phenomenological analysis. The Online Journal of New Horizons in Education, 7(2), 96–106.

Waterhouse, M. (2016). Telling stories of violence in adult ESL classrooms: Disrupting safe spaces. TESL Canada Journal, 33 (Special Issue), 20–41.

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.


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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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