1. Effective Instruction For All Adult Education Students Including Those With Special Learning Needs Neil Sturomski, M.S. Consultant Sturomski & Associates Nancie Payne, Ph.D. Consultant Payne & Associates, Inc.

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3. Effective Instruction For All Adult Education Students Including Those With Special Learning Needs About the Developers: Nancie Payne, Ph.D., President/CEO of Payne & Associates, Inc. and the Northwest Center for the Advancement of Learning is internationally recognized for more than thirty of years of work in secondary/postsecondary education and workplace-based services for individuals with disabilities. She has provided professional development and consultation throughout the United States and Canada, has developed and implemented the Payne Learning Needs Inventory and other learning-based tools, and facilitated long-term, system-wide change of service delivery models. Her mission is to maximize the human potential of individuals who have less than adequate resources and promote productive environments. She is very active at national, state and local levels; she is currently a board member of the Learning Disabilities Association of America, the Washington State Learning Disabilities Association, the Washington State Business Leadership Network, and the Pacific Mountain Workforce Development Council.

4. About the Developers: Effective Instruction For All Adult Education Students Including Those With Special Learning Needs Neil Sturomski, MS., is the former Director of the National Adult Literacy and Learning Disabilities Center. With more than thirty- five years of experience related to individuals with disabilities and other special learning needs, he has worked in a variety of capacities including direct service, diagnostics, administration, curriculum design, research, information management, data collection, evaluation, and graduate-level teaching. In 1996 Mr. Sturomski formed Sturomski & Associates, a consulting firm whose primary mission is to help adult educators, literacy practitioners, employers, and job training program instructors better meet the needs of adults at-risk and those with disabilities. He recently wrote two professional development books one on reading and the reading process and the other on the use of advance organizers in adult education. He continues to train and consult with various states and organizations.

5. Effective Instruction For All Adult Education Students Including Those With Special Learning Needs What is it? This online pre-course training and five (5) face-to- face training courses will address: The needs of adult learners; Recognizing special learning needs; and Utilizing instructional practices as well as accommodations.

6. Effective Instruction For All Adult Education Students Including Those With Special Learning Needs Consists of... An online course that provides information, background, and context about Adult Education students, including those with special learning needs Course 1 (1 day): Introduction to Special Learning Needs and Effective Tools Course 2 (1 day): Diagnostic-Prescriptive Teaching Course 3 (1 day): Informed and Explicit Instruction Course 4 (1 day): Strategy Instruction Course 5 (1 day): Accommodations/Culminating Activity/Celebration of Completion

7. Effective Instruction For All Adult Education Students Including Those With Special Learning Needs Appetizer: Online Course, Introduction to Special Needs (3 hours) Learn the definitions of Learning Disabilities and Special Learning Needs along with the laws that govern them. This course will be a mandatory introduction to Effective Instruction for All Adult Education Students Including Those with Special Learning Needs training course. Consists of:

8. Effective Instruction For All Adult Education Students Including Those With Special Learning Needs Course 1: Effective Tools (One day Face-to-Face) Learn about the Learning Disabilities Accommodations Model, the Learning Circle, how to use the Payne Learning Needs Inventory (PLNI), and the English Language Learner Questionnaire. Course 2: Interviewing Processes (One day Face-to-Face) Learn about Accommodations, Educational Adjustments, Accommodated Learning and how to use the Accommodations Manual and Effective Teaching Strategies through the use of a lesson organizer.

9. Effective Instruction For All Adult Education Students Including Those With Special Learning Needs Course 3: Assessment Standards and Methods (One day Face- to-Face) Learn how to conduct Brief Interviews, implement Instructional Practices/Approaches based on the needs of the students and review of goal setting activities. Course 4: Effective Instructional Techniques (One day Face-to- Face) Learn how to implement Effective Instruction Strategies for Reading, Writing and Math.

10. Effective Instruction For All Adult Education Students Including Those With Special Learning Needs Course 5: ADAAA/GEDTS Accommodations and Celebration!! Learn about the specific ®GEDTS Accommodations and how to help a student successfully navigate that process. Dessert: Special Learning Needs Resource Specialist Certificate!!

11. Effective Instruction For All Adult Education Students Including Those With Special Learning Needs

12. Effective Instruction For All Adult Education Students Including Those With Special Learning Needs

13. Effective Instruction For All Adult Education Students Including Those With Special Learning Needs

14. Effective Instruction For All Adult Education Students Including Those With Special Learning Needs

16. Who benefits from the Special Learning Needs Training? ABE/ASE Adult Literacy ESL & EL/Civics ESL & EL/Civics Special Learning Needs Training Workforce/ Remediation Workforce/ Remediation Family Literacy Family Literacy Transitions

17. Let’s talk about learning, literacy, and learning disabilities...

18. What distinguishes adults from children in their learning?

19. Adults... ● Are self-directed ● Have (rich) experience base ● Need to address real-life problems ● Need to apply learning immediately.

20. What variables may influence an individual’s ability to learn?

21. Linguistic background Educational opportunities Background experiences Socioeconomic status Linguistic background Educational opportunities Background experiences Socioeconomic status Interference of study habits from previous education Cultural differences Values Intellectual capacity Health Interference of study habits from previous education Cultural differences Values Intellectual capacity Health

22. What is literacy?

24. Copyright© 2011 Texas Education Agency Defining Literacy

25. Copyright© 2011 Texas Education Agency Varying estimates: Number of adults with learning disabilities...

26. Copyright© 2011 Texas Education Agency Estimated percentage of adults in  (Estimated number of adults in) total U.S. population:  (Estimated percentage of adults in) literacy and adult basic education:  (Estimated percentage of adults in) Workforce Investment Act programs:  (Estimated percentage of adults in) TANF (spell out) programs:  (Estimated percentage of adults in) correctional programs:

27. Copyright© 2011 Texas Education Agency Definitions of Learning Disabilities

28. Copyright© 2011 Texas Education Agency The 1977 U.S. Office of Education The term “specific learning disability” means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, speak, read, write, spell, or to do mathematical calculations. The term includes such conditions as perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include children who have learning disabilities which are primarily the result of visual, hearing, or motor handicaps, or mental retardation, or emotional disturbance, or of environmental, cultural, or economic disadvantage. (United States Office of Education. (1977). Definition and criteria for defining students as learning disabled. Federal Register, 42:250, p. 65083. Washington, DC: U.S. Government Printing Office.)

29. Copyright© 2011 Texas Education Agency The National Joint Committee on Learning Disabilities may occur across the life span Learning disabilities is a general term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. These disorders are intrinsic to the individual, presumed to be due to central nervous system dysfunction, and may occur across the life span. Problems with self-regulatory behaviors, social perception, and social interaction may exist with learning disabilities but do not by themselves constitute a learning disability. Although learning disabilities may occur concomitantly with other handicapping conditions (for example, sensory impairment, or serious emotional disturbance) or with extrinsic influences (such as cultural differences, insufficient or inappropriate instruction), they are not the result of those conditions or influences. National Joint Committee on Learning Disabilities. (1988). Learning disabilities: Collective perspectives on issues affecting learning disabilities: Position papers and statements. Austin, TX: PRO-ED.) Issues on definition.

30. Copyright© 2011 Texas Education Agency The Learning Disabilities Association of America Specific learning disabilities is a chronic condition of presumed neurological origin which selectively interferes with the development, integration, and/or demonstration of verbal and/or nonverbal abilities. Specific learning disabilities exists as a distinct handicapping condition and varies in its manifestations and in degree of severity. Throughout life, the condition can affect self-esteem, education, vocation, socialization, and/or daily living activities. (Association for Children with Learning Disabilities. (1986). ACLD Description: Specific Learning Disabilities. ACLD Newbriefs, Sept./Oct.(166), 15. Note: The Association for Children with Learning Disabilities is now the Learning Disabilities Association of America.)

31. Copyright© 2011 Texas Education Agency Place lead in for next three slides here

32. Copyright© 2011 Texas Education Agency Learning Profile: An Individual Without Learning Disabilities Level Science MathArts Social Skills ReadingSpelling Industrial Arts English Above Average Average Below Average Learning Profile: Individual Without Learning Disabilities

33. Copyright© 2011 Texas Education Agency Learning Profile: An Individual Without Learning Disabilities Level Science MathArts Social Skills ReadingSpelling Industrial Arts English Above Average Average Below Average Learning Profile: Individual With Learning Disabilities

34. Copyright© 2011 Texas Education Agency Average Below Average Learning Profile: Individual With Learning Disabilities Learning Profile: Individual Without Learning Disabilities

35. Copyright© 2011 Texas Education Agency What is a Learning Disability? We will look at … What is NOT a Learning Disability And What Is a Learning Disability

36. Copyright© 2011 Texas Education Agency A Learning Disability is NOT: Mental Retardation A homogenous group of disorders The result of: – Poor academic background –Emotional disturbance –Lack of motivation –Socio-economic deprivation –Visual-hearing acuity –Lack of second language proficiency –Physical disability

37. Copyright© 2011 Texas Education Agency A Learning Disability Is: Inconsistent Permanent A pattern of uneven abilities Average or above average intelligence A processing problem intrinsic to the individual Manifested in how the individual processes information.

38. Copyright© 2011 Texas Education Agency Specific Learning Disabilities Perceptual Disorders Language Disorders –Spoken Language Receptive Aphasia Expressive Aphasia –Dyslexia –Dysgraphia –Dyscalculia Memory Disorders Motor Disorders Disorders of Cognition Nonverbal Disorders –Social Perception –Body Orientation –Directionality

39. Copyright© 2011 Texas Education Agency Learning Disabilities Glossary of Terms LINK: xxxxxxxxxxxxxxxxxxxxxxx

40. Copyright© 2011 Texas Education Agency Comprehension Check One Question 1: Question 2: Question 3:

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42. Principles of Adult Learning The principles of adult learning play a key role in successfully working with all adults, especially those with learning disabilities. These principles are: Learning is lifelong Adults need to be self-directing Adult learning is directly related to their motivation to change Learning is problem-centered rather than content-centered

43. Copyright© 2011 Texas Education Agency Learning is Successful When the Student: Correctly retains information Needs only intermittent reinforcement Needs decreasing instructor assistance, and can proficiently use the information in daily life Successful learning creates independence!

44. Copyright© 2011 Texas Education Agency Characteristics of Adults with Learning Disabilities Slide should have clip art pop up as per instructions below. Link should pop up as per instructions below

45. Copyright© 2011 Texas Education Agency Characteristic Cartoon - Example

46. Copyright© 2011 Texas Education Agency Characteristic Cartoon

47. Copyright© 2011 Texas Education Agency Characteristic Cartoon

48. Copyright© 2011 Texas Education Agency Mandatory and Preferred Learners Visual Tactile Auditory Kinesthetic Visual Tactile - Auditory Kinesthetic

49. Copyright© 2011 Texas Education Agency ADHD Simulation of Nursery Rhymes

50. Copyright© 2011 Texas Education Agency Attention Deficit/ Hyperactivity Disorder: AD/HD What is AD/HD?

51. Copyright© 2011 Texas Education Agency Medical Diagnosis: AD/HD—With or Without the “HD” Differences between Attention Disorder and Attention Deficit Disorder or Attention Disorder/Hyperactivity Disorder

52. Copyright© 2011 Texas Education Agency Attention Deficit/Hyperactivity Disorder Is neurologically based Is a nervous system disorder Indicates a chemical imbalance Usually occurs at pre-adolescent maturation Must be present in two or more settings Requires clear evidence of impairment Is not the result of other disorders/ conditions Can be genetic Is NOT a Learning Disability!

53. Copyright© 2011 Texas Education Agency ADHD Symptoms ADHD Disorders Impact: – Attention span, focus of attention, distractibility, impulsivity HD by Itself: – Affects Physical – Affects Mental – Affects Verbal

54. Copyright© 2011 Texas Education Agency AD/HD... Occurs in 5-10% of the general population (Latham/Latham, 1994) Occurs in school age children, and about 50% of these children appear to outgrow the disorder Appears concomitantly with Learning Disabilities in 70% of individuals diagnosed with AD/HD

55. Copyright© 2011 Texas Education Agency Comprehension Check Two: AD/HD Question 1: Question 2: Question 3:

56. Copyright© 2011 Texas Education Agency

57. Accommodations and Adaptive Strategies— Definitions and Requirements by Law What is an “Accommodation”? Section 504 of the Rehabilitation Act of 1973, and Americans with Disabilities Act (ADA)

58. Copyright© 2011 Texas Education Agency Accommodations and Adaptive Strategies— Requirements by Law Section 504 of the Rehabilitation Act of 1973: Requires the use of Accommodations for anti- discrimination purposes in the educational setting Americans with Disabilities Act (ADA): Ensures that a qualified person with a disability has equal opportunity to perform a job through modifications to the environment

59. Copyright© 2011 Texas Education Agency “Accommodation” versus “accommodation”  “Accommodation,” with a capital “A,” indicates a modification, technique, or intervention provided to a student to enhance his/her learning to compensate for the Learning Disability—and it is required by law  The term, “accommodation,” written with a lower case “a,” indicates a modification, technique, or intervention provided to a student to enhance his/her learning to compensate for the Learning Disability—and is NOT required by law

60. Copyright© 2011 Texas Education Agency What is a reasonable “Accommodation”? A reasonable “Accommodation” (or “accommodation”) does not compromise the fiscal stability of, for example, and educational program, and it does not conflict with the mission statement and purpose of the program’s organization.

61. Copyright© 2011 Texas Education Agency Accommodations and Interventions; Modifications and Adjustments “The use and further development, where possible, of alternate strengths and intact channels in order to compensate for the impaired channel or channels without compromising standards or creating safety hazards.”

62. Copyright© 2011 Texas Education Agency Accommodations... Provide ways in which an individual can be assisted to maximize his or her potential Provide alternative ways to learn Level the playing field Allow an individual with a Learning Disability to perform the essential functions of a job or task like anyone else who can do the job or task with or without an accommodation Assist an individual to perform a task by circumventing what does not work DO NOT perform the task itself

63. Copyright© 2011 Texas Education Agency Accommodated Learning Accommodated Learning means that accommodations and their uses need to be discussed and taught. If a person is granted an accommodation of using an audiotape recorder to take the GED test, for example, one cannot assume that the individual knows how to use a tape recorder and does need initial help and practice in using it.

64. Copyright© 2011 Texas Education Agency Accommodated Learning... Puts emphasis on discovering ways of coping with and circumventing functional limitations Puts less emphasis on remediating the Learning Disability Works along with other approaches to assist an individual with learning Bypasses the Learning Disability by getting information to individual by using an assistive device Requires instruction on how to use the assistive device Provides awareness about how an accommodation is useful and important to the learner Involves instruction on how accommodations can support learners and allow them to do things they could not do before Involves instruction on how to request the accommodations in other life situations

65. Copyright© 2011 Texas Education Agency “Learning Disabilities-AD/HD Instructional Accommodations” Manual In Course 1 Special Learning Needs face- to-face training session, you will be provided with an accommodations manual that will include...

66. Copyright© 2011 Texas Education Agency “Learning Disabilities-AD/HD Instructional Accommodations” Manual Identifies student weaknesses Identifies student strengths Selects the Manual Section that relates to the student weakness Reviews items in a section for those that use the strengths in the application (???) Identifies any Manual Sections directly related to strengths and other needs –Tactile/Kinesthetic –Attention –Organization –Social Skills –Etc. Supports monitoring and adjusting as needed

67. Copyright© 2011 Texas Education Agency Comprehension Check Three: “Accommodations and Adaptive Strategies”--Definitions Question 1: Question 2: Question 3:

68. Copyright© 2011 Texas Education Agency

69. Where do we start? Assessing Individuals’ Learning Needs Definition of Assessment: “The gathering of relevant information used to help adults make decisions for living fuller lives.”

70. Copyright© 2011 Texas Education Agency First Stage of an Evaluation: Screening Screening methods use abbreviated, informal methods to determine if an individual is “at risk” for a learning disability. Some examples of screening are: Interviews Medical, school, or employment history reviews Written answers to questions A short test A screening is NOT a thorough assessment although a qualified professional may refer to screening results to plan for administration of diagnostic tests.

71. Copyright© 2011 Texas Education Agency An Evaluative Screening: The Payne Learning Needs Inventory (PLNI) Allows instructors to select applicable instructional strategies for the classroom Assists in identifying methods and techniques to teach the student in a more productive and meaningful way, and Helps in identification of resources and referrals which can benefit students

72. Copyright© 2011 Texas Education Agency What is a Diagnosis? A diagnosis is a statement describing the specific type of learning disability that an individual may have, based on an interpretation of the information gathered during the evaluation stage of diagnostic testing conducted by a licensed diagnostician. It is useful if it explains the individual’s strength and weaknesses and determines eligibility for resources and services.

73. Copyright© 2011 Texas Education Agency Results of Diagnosis: Recommendations Should provide direction in employment, education, and daily living Should suggest specific and effective Instructional Strategies to compensate for and circumvent some of the effects of the disability Identify specific strengths Identify areas of development Suggest possible Accommodations/accommodations for successful learning

74. Copyright© 2011 Texas Education Agency Assessments: Qualified Professionals Are trained to conduct diagnostic evaluations Are licensed to select, administer, and interpret neurological, psychological, educational, and vocational assessment instruments Actively involve adults in the assessment process Assess adults in manners appropriate to their ages, experience, and career objectives Provide new information to adults for future planning and success

75. Copyright© 2011 Texas Education Agency Recognizing possible Learning Difficulties and Learning Disabilities During the course of the Special Learning Needs training, you will be provided with a list of assessment components targeting possible Learning Difficulties and Learning Disabilities. Here, you will become familiar with three examples of Learning Difficulties/Disabilities experienced by individuals: - Visual Dyslexia - Auditory Dyslexia - Dysgraphia

76. Copyright© 2011 Texas Education Agency Visual Dyslexia...  Is caused by ‘short circuit’ responses within the brain as the language centers of the left cerebral cortex scrambles what the individual sees  Is characterized by turning letters, numbers, words, and syllables backwards, or a “mirror image” of the text  Causes difficulty writing information in correct sequence

77. Copyright© 2011 Texas Education Agency Example of Primary Dyslexia (Writing): HERE: Sample of writing from Page 61 of Participant’s (?) Manual Example of Secondary Dyslexia (writing):HERE: Sample of writing from Page 60 of Participant’s (?) Manual Visual Dyslexia

78. Copyright© 2011 Texas Education Agency Auditory Dyslexia  Is the most difficult form of Dyslexia to change  The synapse pathways within the left cerebral cortex that ordinarily give meaning to what one hears do not process speech patterns accurately  The phonemes (individual sounds in words) do not register as the student listens  Chunks of the message may be missing; similar words become mixed together  The development of spelling is blocked because the listener is “tone deaf.”

79. Copyright© 2011 Texas Education Agency Auditory Dyslexia Here is a sample of writing from dictation, Page 62, Participant’s Manual (???—is this correct??)

80. Copyright© 2011 Texas Education Agency Dysgraphia Is marked by the awkward control of the pencil in writing Is characterized by writing pencil strokes in a clockwise and bottom-to-top motion; to write correctly, the pencil must make circular strokes counterclockwise, and up-and-down strokes should be made from top to bottom Often results in hand cramps for the writer Causes written work that is often difficult to decipher, and looks messy and cluttered

81. Copyright© 2011 Texas Education Agency Some Examples of Dysgraphia Please put some examples of Dysgraphia here—from Page 63 (??) of the Participant’s Manual.

82. Copyright© 2011 Texas Education Agency Comprehension Check Four: Assessing Individuals’ Special Learning Needs Question 1: Question 2: Question 3:

83. Copyright© 2011 Texas Education Agency

84. Learning more about ourselves and the way we learn. Learning Styles

85. Copyright© 2011 Texas Education Agency What is your Learning Style?

86. Copyright© 2011 Texas Education Agency This instrument can assist classroom instructors and support personnel in determining a student’s preferred learning style. Instrument is divided into 3 main areas: Information gathering Work Conditions Expressive Preference The C.I.T.E. Learning Styles Instrument

87. Copyright© 2011 Texas Education Agency C.I.T.E. Learning Styles Inventory Place link to the C.I.T.E. form that can be filled out by participants. If possible….allow an option to print.

88. Copyright© 2011 Texas Education Agency C.I.T.E. Nine Style Areas Auditory Language – This is the student who learns from hearing words spoken. Visual Language – This is a student who learns well from seeing words in books, on the chalkboard, charts or workbooks. Auditory Numerical – This student learns from hearing numbers and oral explanations.

89. Copyright© 2011 Texas Education Agency C.I.T.E. Nine Style Areas Visual Numerical This student must see numbers – on the board, in a book, or on a paper – in order to work with them. Auditory-Visual-Kinesthetic Combination The A-V-K student learns best by experience – doing, self- involvement. Individual Learner This student gets more work done alone.

90. Copyright© 2011 Texas Education Agency Group Learner – This student prefers to study with at least one other student and will not get much done alone. Oral Expressive – This student prefers to tell what he or she know. Written Expressive – This learner can write fluent essays and good answers on tests to show what he or she knows. C.I.T.E. Nine Style Areas

91. Copyright© 2011 Texas Education Agency Teaching Styles Now let’s reflect: –What is your learning style? –What is your teaching style?

92. 90% of what they SAY as they PERFORM a task Copyright© 2011 Texas Education Agency Cone of Experience People Generally Remember:Learner Activity: Verbal Receiving Visual Receiving Hearing, Saying, Seeing, Doing! 10% of what they READ 20% of what they HEAR 30% of what they SEE 70% of what they SAY and WRITE Role-play a Situation Do a Workshop Exercise Watch Demonstration View Exhibit Watch Moving Pictures Watch Still Pictures Hear Words Read 50% of what they SEE and HEAR Simulate a Real Experience Go Through the Real Experience

93. Copyright© 2011 Texas Education Agency Special Learning Needs Resource Specialist Where do I go from here?

94. Copyright© 2011 Texas Education Agency Special Learning Needs Resource Specialist By participating in and completing the face-to- face training courses: – You will be able to build a foundation of understanding about the needs of adult learners you work with, including those with special learning needs – You will be able to identify and use effective instructional practices with all adult learners as well as applying accommodations so adult learners with special learning needs can maximize their potential and reach their goals

95. Copyright© 2011 Texas Education Agency Special Learning Needs Resource Specialist Criteria Your responsibilities for participating in this training: – You must successfully complete the online training, and bring your certificate of completion to Course 1 – You must commit to attending, participating fully in, and completing the five face-to-face training courses – You must be willing to complete all homework assignments for each course

96. Copyright© 2011 Texas Education Agency Special Learning Needs Resource Specialist Criteria – You must possess the ability to work collaboratively with colleagues within your program – You must be active classroom teachers, have some experience teaching adults, and be a teacher of record in TEAMS OR – Be an adult educator such as Instructional Coordinator or Director who will be able to team with a teacher during the training to complete the homework assigned with students who have been struggling in the classroom

97. Copyright© 2011 Texas Education Agency Special Learning Needs Resource Specialist Criteria – You must be willing to administer screenings/inventories and to serve as a resource for administrators and instructors in your local program – You must possess a minimum of a Bachelor’s Degree

98. Copyright© 2011 Texas Education Agency Special Learning Needs Resource Specialist Criteria Participants completing all homework and attending all courses will receive a certified as a Special Learning Needs Resource Specialist Special Note: *This Institute represents basic specialist training and will not prepare participants to be trainers or diagnosticians

99. Copyright© 2011 Texas Education Agency Special Learning Needs Resource Specialist See you in Course 1 Enjoy the Training!

100. Copyright© 2011 Texas Education Agency

105. Effective Instruction For All Adult Education Students Including Those With Special Learning Needs

106. Effective Instruction For All Adult Education Students Including Those With Special Learning Needs

107. Effective Instruction For All Adult Education Students Including Those With Special Learning Needs