TASK: Find out everything you can about your program. What LBS levels are offered? How much group instruction is provided? Get outlines for the courses you will be teaching. Review course content. How is the course organized? Does it adhere to the principles of adult learning theory? What technology is involved and how is it used?

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In highly individualized classes where sequenced instructional materials convey direction, learners have the advantage of setting their own pace. In such classes, practitioners function as facilitators of learning. College LBS programs recognize that self-directed learners are more likely to be successful, and that it is the program’s responsibility to help the learner become more self-directed. Recent research by the Ontario Literacy Coalition highlights the importance (and complexity) of self-direction as an aspect of learning. Enhancing the learner’s self-awareness is key. LBS college programs have always placed strong emphasis on helping the learner become self-directed – both through program support and specific learning activities.

The topic of special needs and learning disabilities deserves special consideration. According to practitioner and learner feedback from the College Sector Committee project, What Works, learning disabilities is a significant barrier that affects learners’ self esteem, their ability to progress and their overall participation in LBS college programs. This applies to other kinds of special needs as well. Although larger colleges have special needs departments which assist students with different kinds of learning needs and learning disabilities, it is often difficult for practitioners to know when or how to discuss the se issues with them. It may be equally difficult for the student to self-identify and seek help. Screening instruments are sometimes used by program staff with student s to determine whether they should be referred for a complete diagnostic assessment. Early detection of learning barriers is critical to student retention and success.