1. Copyright© 2011 Texas Education Agency

2. Learning Disabilities Screening Inventory- Intensive Interview Improved Teaching, Assessments, Other Referrals Indication of a Learning Disability? Learning Disability Diagnosis? Options Assessment/Diagnostic Evaluation ©©1997 Sturomski & Associates Adult Education and Literacy Instructional Model © 1997 Sturomski & Associates Placement Testing Student-Teacher Meeting Brief Interview Teaching/Learning Diagnostic-Prescriptive/Approach Improvement? Student-Teacher Meeting (Choices) Accommodations (ADA-Civil Right)

3. Copyright© 2011 Texas Education Agency CO-INVESTIGATORS EQUAL PARTNERS

4. Copyright© 2011 Texas Education Agency Effective Instruction For All Adult Education Students Including Those With Special Learning Needs Neil Sturomski, M.S. Consultant Sturomski & Associates Nancie Payne, M.S. Consultant Payne & Associates, Inc.

5. Copyright© 2011 Texas Education Agency Copyright page Copyright at discretion of Texas LEARNS

6. Copyright© 2011 Texas Education Agency Effective Instruction For All Adult Education Students Including Those With Special Learning Needs: What is it? This online training and five (5) face-to-face training sessions will address: The needs of adult learners Recognizing special learning needs; and Utilizing instructional practices as well as accommodations.

7. Copyright© 2011 Texas Education Agency Effective Instruction For All Adult Education Students Including Those With Special Learning Needs About the Developers: Neil Sturomski, M.S., the former Director of the National Adult Literacy and Learning Disabilities Center, has more than 25 years experience related to individuals with learning disabilities. A consultant and trainer for the General Education Development Testing Service (GEDTS), Mr. Sturomski has served as an advisory board member of the National Clearinghouse on Postsecondary Education for Individuals with Disabilities, the National Association of Adults with Special Learning Needs, and the Learning Disability Research and Training Center. Besides teaching graduate-level courses about learning disabilities at The George Washington and American Universities, Mr. Sturomski created Sturomski & Associates, a firm specializing in consulting about learning disabilities among adults, in 1996. Nancie Payne, M.S., President of Payne & Associates and the Northwest Center for the Advancement of Learning, is nationally recognized for over 25 years of work in education and workplace-based services for children and adult with disabilities, including consultation and staff development about the Payne Learning Needs Inventory (PLNI) which she developed. A consultant and trainer for the General Education Development Testing Service (GEDTS), Ms. Payne served on the President’s Committee for Employment of People with Disabilities Task Force, Washington, D.C.; she served as vice president of the National Association for Adults with Special Learning Needs; and she has served as an advisory board member of the Learning Disabilities Association, and as chairman of the Pacific Mountain Workforce Development Council.

8. Copyright© 2011 Texas Education Agency 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

9. Copyright© 2011 Texas Education Agency 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

10. Copyright© 2011 Texas Education Agency Let’s talk about learning, literacy, and learning disabilities...

11. Copyright© 2011 Texas Education Agency What distinguishes adults from children in their learning?

12. Copyright© 2011 Texas Education Agency ● Are self-directed ● Have (rich) experience base ● Need to address real-life problems ● Need to apply learning immediately. Adults...

13. Copyright© 2011 Texas Education Agency What variables may influence an individual’s ability to learn?

14. Copyright© 2011 Texas Education Agency 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

15. Copyright© 2011 Texas Education Agency What is literacy?

16. Defining Literacy

17. Varying estimates: Number of adults with learning disabilities...

18. 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:

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

20. Copyright© 2011 Texas Education Agency 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.) The 1977 U.S. Office of Education

21. Copyright© 2011 Texas Education Agency 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. The National Joint Committee on Learning Disabilities

22. Copyright© 2011 Texas Education Agency 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.) The Learning Disabilities Association of America

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

24. 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

25. 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

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

27. 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

28. 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

29. 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.

30. 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

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

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

33. Copyright© 2011 Texas Education Agency 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

34. 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!

35. 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

36. Copyright© 2011 Texas Education Agency Characteristic Cartoon - Example Ziggy (New Account)

37. Copyright© 2011 Texas Education Agency Characteristic Cartoon Family Circus (Handful and Grateful) Cartoon

38. Copyright© 2011 Texas Education Agency Characteristic Cartoon Tree House Cartoon

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

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

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

42. 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

43. 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!

44. 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

45. 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

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

47. Copyright© 2011 Texas Education Agency 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)

48. 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

49. 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

50. 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.

51. 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.”

52. 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

53. 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.

54. 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

55. 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...

56. 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

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

58. Copyright© 2011 Texas Education Agency 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.”

59. 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.

60. 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

61. 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.

62. 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

63. 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

64. 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

65. 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

66. 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

67. 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.”

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

69. 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

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

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

72. Copyright© 2011 Texas Education Agency Learning more about ourselves and the way we learn. Learning Styles

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

74. 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

75. 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.

76. 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.

77. 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.

78. 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

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

80. Copyright© 2011 Texas Education Agency Cone of Experience

81. 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

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

83. 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

84. 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

85. 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

86. 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

87. 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

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

89. Copyright© 2011 Texas Education Agency