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This investigation focused on the disempowerment of adult literacy learners touched by traumatic events caused by an array of factors such as emotional, physical, and sexual abuse, neglect, homelessness, and poverty. The investigator analyzed ged.com pretest scores in a Texas-based non-profit’s trauma-informed GED prep program. In this instance, ged.com pretest scores were grouped by subject matter, math, reasoning and language arts, science, and social studies for analysis. This research quantitatively assessed whether there was an effect related to the trauma-informed literacy practices of strong student-teacher relationships and the creation of felt safety in classroom settings on adult learners in a Texas-based non-profit’s trauma-informed GED prep program.
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Author Bio
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Gary Audas Jr., EdD, MPA, MEd Dr. Audas is the Executive Director of Educational Outcomes a U.S.-based non-profit centered on trauma-informed solutions for learners the world over. Previously an Assistant Professor of Education at Hampton University, a top-tier HBCU he specialized in training next-generation persons of color in educational leadership as well as K-12 classroom practitioners. Past projects include the development and management of a Trauma-Informed GED Prep Program for at-risk adults as well as Trauma-Informed Teacher Training Programs in Turkey, Syria, Costa Rica, and Algeria, in addition to adult literacy programs in Texas. Dr. Audas holds a Doctorate in Education/Literacy from Sam Houston State University and has been both an 8th grade History teacher and a university-level faculty member preparing incoming teachers for their chosen profession. |