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The model includes seven components—pre-enrollment, orientation, assessment, individual prescription, instruction and monitoring, GED test-taking, and transition to community—along with guidance for adult basic and secondary education 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\nDESCRIPTORS  \nABSTRACT  \nDOCUMENT RESUME  \nMellard,Daryl;Scanlon,David  \nThe Comprehensive Adult Education Planner:ProvidingEducation for Adult Learners Including Those with Learningand Behavioral Disabilities.  \nKansas Univ.,Lawrence.Center for Research on Learning.Special Education Programs(ED/OSERS),Washington,DC.1998-00-00  \n379p.  \nH023P30008  \nGuides -Classroom -Teacher(052)MF01/PC16 Plus Postage.  \n*Adult Dropouts;Adult Education;Adult Learning;*AdultPrograms;Adult Students;Adults;*Behavior Disorders;Emotional Disturbances;*High School Equivalency Programs;*Learning Disabilities;Secondary Education;SelfManagement;Student Evaluation;*Teaching Methods;Transitional Programs  \nDesigned for new program directors,adult educators who arestarting a new program,or those considering changes in existing adulteducation programs,this manual contains materials resulting from a four-yeareffort to improve adult education services,especially for persons withlearning disabilities and serious emotional disturbances.The major portionof the manual provides specific information about the Proficiency AttainmentModel(PAM)for adult learners,especially those preparing to take theGeneral Educational Development(GED)tests.The mission of the PAM is toincrease learners success and improve,through learning and self-managementstrategies,the quality of learners'personal lives,work,and transitioninto the community.The PAM consists of seven program components that focuson the learner.These components include:(1)pre-enrollment;(2)  \norientation;(3)assessment;(4)individual prescription;(5)instruction andmonitoring;(6)GED test-taking;and(7)transition to community.Materialsare provided for implementing each component.The manual also includesmaterials for using the model in adult basic and secondary education programsas well as a suggested script that adult educators might use in theirpresentations.(CR)  \n\n| Reproductions supplied by EDRS are the best that can be made  \u003Cbr>from the original document.   |\n| --- |\n\nED 457642  \n\n|  |  |  |  | ducation Planner   |  |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n|  |  |  |  |  |  |  |  |  |  | Providing education for adult learners  \u003Cbr>including those with learning and  \u003Cbr>behavioral disabilities   |\n|  |  |  |  |  |  |  |  |  |  | Daryl Mellard  \u003Cbr>David Scanlon   |\n|  |  |  |  |  |  |  |  |  |  | US.DEPABTMENTOE EDLI  ATIOM  \u003Cbr>Offico of Educational Research and mproeTaT  \u003Cbr>EDUCATIONAL RESOURCES INFORMATION  \u003Cbr>CENTER(ERiC)  \u003Cbr>Tns documen has been reproduced as  \u003Cbr>received from the person or organizabcn  \u003Cbr>originating it.  \u003Cbr>口Mingr changes have been made to  \u003Cbr>improve reproduction quality.   |\n|  |  |  |  |  |  |  |  |  |  | Points al viAw ar onininns stated inthie  \u003Cbr>docurnent do not necessarily represent  \u003Cbr>official OERI position or policy.   |\n|  |  |  |  |  |  |  |  |  |  | A Project of  \u003Cbr>The U.S.Department of Education  \u003Cbr>Office of Special Education Programs   |\n|  |  |  |  |  |  |  |  |  |  | Developed by  \u003Cbr>The University of Kansas  \u003Cbr>Division of Adult Studies   |\n|  |  |  |  |  |  |  |  |  |  |  |\n|  |  |  |  |  |  |  |  |  |  |  |\n|  |  |  |  |  |  |  |  |  |  |  |\n|  |  |  |  |  |  |  |  |  |  |  |\n|  |  |  |  |  |  |  |  |  |  |  |\n|  |  |  |  |  |  |  |  |  |  |  |\n| 1998   |  |  |  |  |  |  |  |  |  |  |\n\n308654  \nJhe Comprehensive Adult  \nTable of Contents  \nParticipants in the Development  \nand Validation Activities…………………………………iii  \nIntroduction…………………………………………………………………1  \nImplementing the PAM Through a  \nCollaborative Approach…………………………………51  \nPre-Enrollment Component………………………73  \nOrientation Component………………………119  \nAssessment Component………………………177  \nPrescription Component………………………203  \nInstruction Component…………………………253  \nTest Taking Component………………………339  \nTransition Component………………………………365  \nTeobe of Coa8  \n过  \n●  \n","cbCair22hSNoUOfk","https://ap.wps.com/l/cbCair22hSNoUOfk","pdf",6977068,371,"English","# Document Resume\n## Metadata\n## Table of Contents\n## PAM Components","[{\"question\":\"Who is the planner designed for?\",\"answer\":\"It is designed for new program directors and adult educators starting adult education programs or considering changes to existing programs.\"},{\"question\":\"What model does the manual primarily provide materials for?\",\"answer\":\"Most materials focus on the Proficiency Attainment Model (PAM), especially for adult learners preparing to take the GED tests.\"},{\"question\":\"What are the seven components of the Proficiency Attainment Model (PAM)?\",\"answer\":\"PAM includes pre-enrollment, orientation, assessment, individual prescription, instruction and monitoring, GED test-taking, and transition to community.\"}]","The Comprehensive Adult Education Planner - Providing Education for Adult Learners Including Those with Learning and Behavioral Disabilities - Proficiency Attainment Model(PAM) | PDF",1789376065,130]