1. Educational Consultant and Psychologist
Issues Surrounding the Assessment and Learning Development of Older LD Students
Dr John Worthington
Educational Consultant and Psychologist
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2. Aims of the Presentation
To refresh our understanding of the definition and the reality of Learning Disability, ‘what it is and what it is not’
To track the ‘development’ of how learning disability presents itself in learners from preschool through to adults
To understand the role and limits of the assessment process in identifying and supporting LD individuals
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3. The Defining Moment Learning Disability Prevalence
Learning, social, emotional, financial and community consequences
Whose fault is it that these students don’t learn?
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4. Case Study Consider this:
A male student enrolls late in first term with an
apparent poor academic record he reports he had
ADD and is on medication. You gather from his
age he might well have repeated at some stage.
What are your options?
What are the issues?
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5. What we know about these students
They do have a history
They will have been assessed, possibly several times
They should have some type of Guidance File
Make up a History Grid to track back in time as far as is possible
Get as much documentation as possible

6. What are the pitfalls?
Don’t accept that you are the first to learn or be told the student has problems
Don’t imply the student, their parents or previous teachers are to blame
Don’t accept vague, alternative or undocumented diagnoses (e.g. ADD, ADHD, Dyslexic, coloured glasses)
Check the timing of information against the History Grid
Check that the ‘specialist’ who diagnosed is working in his/her area of expertise
Respect privacy
Don’t say it is too late for the student and that nothing can be done to help

7. Definitions Of Learning Disability
Specific Learning Disability
Learning disabled pupils are those who demonstrate a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury., minimal brain dysfunction, dyslexia, and developmental aphasia… The term does not include learning problems that are primarily the result of visual, hearing or motor disabilities, of mental retardation, of emotional disturbance or of environmental, cultural, or economic disadvantage. (P295)
(Salvia, J. & Ysseldyke, J. E. (2001). Assessment-Eight Edition, Boston, Houghton Mifflin)
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8. Definitions Of Learning Disability
Learning Disorders
Learning Disorders are diagnosed when the individual’s achievement on individually administered, standardized tests in reading, mathematics, or written expression is substantially below that expected for age, schooling, and level of intelligence. The learning problems significantly interfere with academic achievement or activities of daily living that require reading, mathematical, or writing skills. …….. Substantially below is usually defined as a discrepancy of more than 2 standard deviations between achievement and IQ. (p. 46)
(Diagnostic and statistical manual of mental disorders – Fourth Edition. (1994). Washington, American Psychiatric Association)
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9. What is LD (Learning Disability)
Causes
There may be underlying abnormalities in cognitive processing, genetic disposition, lead poisoning, fetal alcohol syndrome, premature birth with delayed development
Prevalence
Prevalence of Learning Disorders range from 2% to 10% depending o the nature of the assessment and the definitions applied (Diagnostic and statistical manual of mental disorders – Fourth Edition. 1994).
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10. What is LD (Learning Disability)
Differential diagnosis and associated disorders
Adults have significant difficulties in employment or social adjustment. LD is associated with other disorders such s Conduct Disorder, Oppositional Defiant Disorder, ADD & ADHD, Major Depressive Disorder etc.
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11. What does Learning Disability look like
What does Learning Disability look like? (Learning Disability in the younger child)
Significant History: A general parental concern prior to or shortly after the start of formal schooling. Little or no interest in play reading or writing but may like being read to. Slow to take on and have an interest in letters (names and or sounds) and may struggle to distinguish between digits and letters, and does not notice differenced in letter orientation d/b/p/q etc.
Figure 1. Spelling / writing sample of five year girl with possible (future) Learning Disability.
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12. Learning Disability in the younger child
Figure 2. Developmental Learning Profile of 5 year girl with indications of Learning Disability.
© Text, format, graphics and data Copyright Dr John Worthington all rights reserved ©

13. What Does Learning Disability Look like
What Does Learning Disability Look like? (Learning Disability in middle and high school)
Significant History: On going parental concerns up to current year 8 (N.S.W.). Strong family history of LD. Student attending an ‘international school’ with good technical resources but variable quality teaching.
Figure 3. Spelling / writing sample of 12 year old boy with a Learning Disability.
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14. L D in middle and high school
Figure 4. Developmental Learning Profile of 12 year 2 months old boy with evidence of Learning Disability.
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15. What does Learning Disability look like? The Learning Disabled adult
HI my name Peter *******  i have a bisnes calld ****************. IT is a up and growing bisnes Iam having to realy on uther people to help me with the odves my spelling i am fourty years old and i am getting verry frustrated with this problem and i am wundering if you can help me in aney way .I want to be able to send my owne i s and not have to reliy on any body els.I fill that my bisnes would grow a lot qiker if i can get over this problem . hope to see you soon cind regards Peter.
Figure 5. Extract from November 2003
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16. The learning disabled adult
Significant History: ESL arrived in Australia at age 12 years. Attended two state high schools in Brisbane after intensive ESL teaching. Repeated three times (years) and left high school aged 19 years. Said much of her assignment work was done by her older siblings. Left high school with a range of participation ‘certificates’ struggling to cope with basic literacy courses at TAFE.
Figure 6. Spelling sample (22/08/2003) of 22 year 5 month old woman who had completed High School in Brisbane in December 2001.
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17. The learning disabled adult
Figure 7. Developmental Learning Profile of woman aged 22 year 5month showing consequences of mild intellectual impairment and Learning Disability
© Text, format, graphics and data Copyright Dr John Worthington all rights reserved ©

18. Key Issues in Managing LD at the School Level
Identification of possible at risk students
Managing parental concerns, guilt, anger and blame
Assessment and appraisement of LD students
Identifying resources to support LD students within high schools
Acknowledge the problem presents a ‘challenge’ the student and the school
© Text, format, graphics and data Copyright Dr John Worthington all rights reserved ©

19. OVERVIEW (Assessment)
What is assessment
School based assessment
Parental ‘assessment’
Employer assessment
Standardized assessment
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20. Resources to support LD students within high schools
Sound standardized assessment practices
Appraisement
Portfolio Assessment
Flexibility in subject selection and numbers of subjects
Use of technology including word processing, voice activated typing and the systematic use of ‘track changes’
People resources (counselling, peers, special interest resource people)
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21. Linking to post school options
Objective standardized assessment
Complete History Grid
Copies of relevant reports
Current help (inside and outside school)
Current standardized assessment including IQ, language, and academic attainments
Planned reviews consider trajectories
Portfolio assessment
Include student selected work samples
School reports and student comments
© Text, format, graphics and data Copyright Dr John Worthington all rights reserved ©

22. What is standardized assessment?
Standardized assessment forms one part of gaining an understanding of an individuals functioning in one or more areas of ability, skills an behaviour.
Standardized test are highly structured instruments which allow the observation of an individuals’ performance. The ‘result’ achieved is then compared to the performance of a group judged to represent the population (from which that individual has come).
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23. Developmental Learning Profiles (DLP)
Developmental Learning Profiles (DLP’s) are formed by systematically applying a range of standardized assessments over time. They allow for the identification of different learners (such as individuals with LD), and for the observation of learning trajectories and making ‘predictions’.
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24. Developmental Learning profile (DLP)
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25. Realistic Resources
Most post secondary institutions (TAFE, universities) have specific policies designed to insure the equitable support of students who identify themselves as having a special need such as LD.
Often these institutions require some ‘independent’ assessor to define and diagnose the nature and severity of the disability.
Additional funding is usually available for identified students and this funding can be used to provide additional tutoring and equipment (e.g. computer programs)
© Text, format, graphics and data Copyright Dr John Worthington all rights reserved ©

26. What are the key outcomes of reviewing the issue of LD
That these student do exist and that they will ‘progress’ through high schools and beyond
That they have a history which can inform the process
That they will suffer additional emotional, social stress because of their LD
That they can learn and do better in the long term if they remain at school doing meaningful things
They need to be ‘assessed’ and monitored and that their ability is a significant factor in their survival
That their slow rate of learning is not their fault or the fault of their parents or teachers
© Text, format, graphics and data Copyright Dr John Worthington all rights reserved ©