Barbara Weston; ACCESS Centre, Banstead Place also points out the distinction between remediation and what she terms compensation strategy:

“I am aware of the need to draw a firm line between remediation and compensation strategies, particularly when we are dealing with post 16s. There seem to be a number of teachers and tutors who are ‘flogging a dead horse’ in battling on with teaching designed to remedy problems, rather than produce solutions. This is a great pity, given that the problem will probably persist. There is a place for both strategies, I know, but I think that the point should be made.”

Jane Kirk, Faculty of Education University of Edinburgh says in a paper commissioned by the Secretary of State for Education and Employment ,
“The nature of difficulties associated with dyslexia can be situational and the dyslexic person therefore may often benefit more from advice or guidance than a practical or lengthy support programme. For adults with dyslexia, needs can be met with compensatory strategies in the workplace or life skills, not remedial programmes in basic literacy skills.

In the words of P. K. Hardman Ph.D. (Dyslexia Research Institute, Tallahassee, Florida):
“When taught properly, dyslexic adults make exceptional gains in academic skills. Those gains lead to higher salaries, better employment and more self-sufficiency. The failure to learn is not the fault of the dyslexic student, who can and will learn when taught using scientifically proven methods of instruction which match their learning style. The fault lies with educators who are ignorant of the proper methods to be used in instruction for a dyslexic who has a different learning style.” (21)

“If someone has evident difficulty with rote learning (a characteristic of some SpLDs) they need to be taught so that information is meaningful, not just remembered.” (22)
All of the above statements refer to the importance of enabling strategies based on an understanding of the learners strengths and weaknesses and preferred learning styles, however these must be established first.

References:
(19) IT for Adults with Dyslexia, NCET 1994
(20) Kirk, J & Reid, G. Assessment and Support for Adults with Dyslexia – implications for practice
(21) Paper by Hardman, P.K. Ph.D. “Removing the Literacy Barriers to Training and Employment for Dyslexic/ADD/SLD/Disabled Adults,” Dyslexia Research Institute, Tallahassee, Florida (1999)
(22) Anderson, B. IT and Dyslexia at 16+ (PATOSS) info sheet 3 www.greenwold.freeserve.co.uk/3it.htm

Understanding and Identifying Preferred Learning Styles
Information about Learning Styles and Multiple Intelligences is helpful for all learners and their tutors. A learning style is “a student’s consistent way of responding to and using stimuli in the context of learning” . (23) Multiple Intelligence theory is credited to Howard Gardener (24) who isolated eight types of intelligence (others have since been identified and included).

“Although they are not necessarily dependent on each other these intelligences seldom operate in isolation. Every normal individual possesses varying degrees of each of these intelligences, but the ways in which intelligences combine and blend are as varied as the faces and the personalities of individuals.” (Howard Gardner)
When a learner’s “learning style” has been identified, coping strategies that capitalize on their strengths and diminish their weaknesses by building on their strengths can be developed.

Free interactive assessments of dominant intelligence or preferred learning style along with numerous practical tips are easily accessible on the LD Pride website, www.ldpride.net/learningstyles.MI.htm.

References:
(23) file://A\kolb.htm (faulty link – Ed.)
(24) Gardner, H; Multiple Intelligences, Basic Books, 1993