Meeting the Needs of
Adult Learners
WVABE Instructor Handbook
Section 3
2008 – 2009
The West Virginia Adult Basic Education (WVABE) Program is funded by the Adult
Education and Family Literacy Act, enacted August 7, 1998 as Title II of the Workforce
Investment Act of 1998.
WVABE is administered through the West Virginia Department of Education Office of
Adult Education and Workforce Development, Building 6, Room 230, 1900 Kanawha
Boulevard, East, Charleston, West Virginia 25305-0330.
The WVABE Instructor Handbook is produced by the WVABE Professional
Development Program, whose fiscal agent is the Regional Education Service Agency
(RESA) III, 501 22nd Street, Dunbar, West Virginia 25064-1711.
For questions or concerns related to the content of the WVABE Instructor
Handbook, contact Cathy Shank at the WV Adult Education Hotline, 1-800-6422670, or via email at cshank@access.k12.wv.us.
RESA III does not discriminate on the basis of race, color, religion, sex, national origin,
age, disability, or any other characteristic protected by law in access to, employment in,
or provision of any of RESA III’s programs, benefits, or activities. A Title IX Compliance
Coordinator has been designated and a conflict resolution procedure is in place. The
following person has been designated to handle inquiries regarding this policy: Linda
Andresen, RESA III, 501 22nd Street, Dunbar, West Virginia 25064; 1-800-257-3723 ext.
117; landrese@access.k12.wv.us.
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Meeting the Needs of Adult Learners
CHARACTERISTICS OF UNDEREDUCATED ADULT LEARNERS ............................. 1
FACTS ABOUT AGING ADULT LEARNERS AND INSTRUCTIONAL STRATEGIES . 3
ADDRESSING BASIC HUMAN NEEDS......................................................................... 6
SCREENING FOR BARRIERS TO LEARNING AND SPECIAL LEARNING NEEDS. .. 8
ASSESSING LEARNING STYLES ................................................................................. 9
Print Learning Styles Inventories ............................................................................. 9
Online Learning Styles Resources .......................................................................... 9
Background on the C.I.T.E. Learning Styles Inventory .......................................... 10
Definitions and Teaching Techniques for Learning Styles .................................... 11
LEARNING DISABILITIES AND OTHER SPECIAL NEEDS ....................................... 14
Learning Styles versus Learning Disabilities ......................................................... 14
Classroom and Testing Accommodations for Students with Documented
Disabilities ............................................................................................................. 15
GED® Testing Accommodations for Students with Disabilities .............................. 15
Serving Adults with Learning Disabilities in the Classroom ................................... 16
National Joint Committee on Learning Disabilities: Definition of Learning
Disabilities ............................................................................................................. 17
Characteristics of Adults with Learning Disabilities ............................................... 18
TECHNIQUES: Working with Adults with Learning Disabilities .............................. 26
BIBLIOGRAPHY SECTION 3 ....................................................................................... 29
APPENDIX .................................................................................................................... 31
WVABE Self-Assessment Survey ......................................................................... 33
C.I.T.E. Learning Styles Instrument ...................................................................... 35
C.I.T.E. Learning Styles Instrument Worksheet .................................................... 37
Learning Style Preference Form ........................................................................... 39
Learning Style Preference Scoring Form .............................................................. 40
The Learning Needs Screening............................................................................. 41
Plan for Reducing Barriers to Success .................................................................. 47
CHARACTERISTICS OF UNDEREDUCATED ADULT LEARNERS
Adult Learners are Diverse
• They vary widely among ages, races, socioeconomic levels, abilities, skills, job
experiences, and personal goals.
• They come from varying religious, cultural, and language backgrounds.
• They have a wide range of educational backgrounds including those with little or
no formal education, those with a history of special education, those who
dropped out at an early age, and those who completed high school.
• They have well-developed identities, values, and beliefs.
• They have a wealth of life experiences, which can become learning resources.
Many Adult Learners Choose to Attend School Voluntarily
• They believe that education will help to increase their technical competence,
employability, and sense of self-worth.
• They expect that education will enable them to respond to competition and
change in the job market.
• They hope that education will help them solve problems in their daily lives.
• They see education as a means to maintain and enhance their social worth and
success in other social settings such as the workplace, home, church, or
community.
Adult Learners Tend to Be Pragmatic
• They expect education to be practical and satisfy their personal goals.
• They see instructional quality and relevance of the learning as important factors
in educational experiences.
• They have personal, family, and work-related commitments that take precedence
over school-related responsibilities.
Some Adult Learners Have Special Learning Needs
• They may have special physical concerns or disabilities related to vision or
hearing problems, mobility impairments, health conditions, or simple aches and
pains.
• They may have learning disabilities that affect visual and auditory processing and
that cause difficulties in reading, expressive language, math, attention, memory,
organization, social interaction, or a variety of other difficulties.
• They may have problems meeting basic needs because of poverty,
unemployment, homelessness, alcohol/drug abuse, or psychological
impairments.
WVABE Instructor Handbook, Section 3, 2008-09
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Adult Learners Often Perceive Many Barriers to School Attendance
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They may see inconvenient class schedules, inaccessible locations, unclear
registration procedures, etc. (institutional barriers) as interfering with their ability
to enroll in educational programs.
They may allow the opinions of friends and family members (fear of social
disapproval) to influence their decision to enroll in classes.
They sometimes have low self-esteem, memories of prior academic failure, or
negative feelings about past school experiences, (dispositional barriers) which
impact on their retention during the first few weeks of class.
They may have problems with family health care, transportation, child care; lack
of free time; changes in work schedules; etc. (situational barriers) which often
interfere with regular school attendance.
They may lack the organizational, motivational, and problem-solving skills
(sometimes due to learning disabilities) necessary for consistent participation in
educational programs.
WVABE Instructor Handbook, Section 3, 2008-09
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FACTS ABOUT AGING ADULT LEARNERS
AND INSTRUCTIONAL STRATEGIES
Instructional Strategies
Hearing Issues
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Maximum auditory acuity is attained
between 10 and 15 years of age.
After age 15, there is a gradual but
consistent decline in hearing until
about 65 years of age.
Hearing loss due to aging is a very
slow onset hearing loss and can vary
in degree from a mild loss to a
severe loss. Word discrimination
(understanding) is often worse than
would be expected from the degree
of loss.
There is a somewhat greater
tendency for men to show impaired
hearing than for women.
In the aging process, there is a loss
of auditory acuity on the high tones.
As aging occurs, reaction to auditory
stimuli slows down.
Many older adults find it difficult to
follow rapid speech in spite of little or
no hearing loss.
Loss of hearing reduces the ability to
recall long sentences.
Older learners do not retain as much
information from oral presentations
as younger students.
The inability to hear can produce
emotional disturbances such as
depression, anxiety, or frustration.
WVABE Instructor Handbook, Section 3, 2008-09
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Speak more slowly and distinctly as
the age of the group increases.
Use simple, well-chosen words that
are clear and meaningful.
Avoid the use of words that are
lengthy and difficult to understand.
Enunciate unusual words, unfamiliar
names, numbers, etc.
Write all important information down
as you speak; vision will supplement
a hearing loss.
Print key words and phrases on the
chalkboard, overhead, or flipchart
when working with a group.
Try to eliminate or reduce inside or
outside background noises that may
interfere with hearing.
Before answering a question
directed to you by a member of the
group, repeat or rephrase the
question so that everyone can hear.
Provide preferential seating to hardof-hearing students.
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Vision Issues
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For normal learning tasks, an adult
by age 30 requires 120 watts of
illumination; 180 watts are required
by age 50.
Visual acuity attains its maximum at
about 18 years of age.
With advancing age, the lens loses
its elasticity and cannot focus
readily.
A major change in visual acuity
occurs between age 45 and 55.
About 85% of all learning is visual.
Instructional Strategies
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Speed and Motor Issues
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Compared to youth, adults usually
require a longer time to perform
learning tasks.
Older adults take longer to
complete handwriting and copying
activities.
Decline in timed motor tasks begins
between the ages of 18 and 40, and
is marked after 40.
Reaction time also slows with age.
Scores on tests measuring
perception and dexterity decline
with age.
There are observable increases in
response time by middle age in
tasks requiring sharp perception
and/or complex decision-making.
WVABE Instructor Handbook, Section 3, 2008-09
Use good illumination. Older adults
need better light and more light.
Use large charts, diagrams, and
pictures.
Use large, legible letters when
writing or printing on chalkboards,
flipcharts or overheads.
Write using simple words and
phrases; avoid the use of
abbreviations.
Replace shiny slate chalkboards
with new rough chalkboards in
order to obtain maximum contrast.
Use neutral backgrounds and
choose colors which will create the
greatest contrast.
Use a large font when typing
materials you plan to reproduce or
when preparing overhead
transparencies or PowerPoint
presentations.
Make photocopies from originals;
photocopies of copies become
muddy, distorted and unreadable.
Instructional Strategies
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Remove time restrictions whenever
possible in order to reduce stress.
Allow adult learners to choose selfpaced activities.
Offer practice in taking timed
examinations.
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Instructional Strategies
Cognitive/Emotional/Social Issues
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The natural course of aging does
NOT include cognitive decline.
Scores on tests such as vocabulary
show increases with age.
Age itself does little to affect an
adult’s power to learn or think.
For adults, motivation is a major
factor in performance.
Most adults have higher standards
of performance than youth.
Adults, even more than children,
are sensitive to failure in their
learning situation.
Adults may feel inhibited from active
participation in discussion by a lack
of confidence in their own abilities.
Adult learning ability is influenced
by the amount of formal education
received.
Negative experiences from the past
may interfere with new learning.
Emotional association with words or
events may affect the adult’s ability
to gain new knowledge.
Once the adult has formed a
perception of a stimulus, it is difficult
for him or her to change his or her
mind.
Higher dogmatism, rigidity, and
cautiousness are associated with
aging.
Adults are often problem-centered
versus subject-centered.
It is difficult for an adult to do a
familiar task in an unfamiliar way.
How recently an adult participated
in an educational activity affects his
or her ability to learn.
WVABE Instructor Handbook, Section 3, 2008-09
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Provide a variety of learning options
appropriate to an adult’s learning
style, way of thinking, and
preference for individual versus
group work.
Provide opportunities for adults to
analyze and expand their modes of
learning.
Provide the learner with continuous
progress reports so that motivation
will be sustained.
Acknowledge completion of goals,
objectives or tasks, particularly
those identified by the learner.
Offer team-building activities that
encourage classmates to become
acquainted, discuss learning
experiences, and share successes
with each other.
Provide opportunities to learn from
peers as well as from an instructor.
Help learners to feel comfortable
with the learning environment.
Allow learners to associate new
learning with previous positive
experiences.
Provide meaningful learning
experiences which give learners an
opportunity to apply new
information and ideas to practical
situations in their own lives.
Allow learners to provide input into
the planning of their own learning
goals and processes.
Provide tasks that allow learners to
succeed within the contexts of their
limited time and demanding lives.
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ADDRESSING BASIC HUMAN NEEDS
A.H. Maslow has supplied a theory of human motivation. According to this theory, all
individuals share certain fundamental needs. These needs can be placed in hierarchical
order. Maslow's Hierarchy of Human Needs can be visualized as a pyramid.
Need
for SelfActualization
Esteem Needs
Love, Affection, and
Belongingness Needs
Safety Needs
Physiological or Survival Needs
At the top of the pyramid is the need for Self-Actualization – achieving our full potential
given our individual strengths and weaknesses. This is the goal of adult education.
At the base are Physiological or Survival Needs such as food and shelter. Basic needs
must be met before an individual can respond to higher needs. In other words, a person
cannot satisfy any of the higher levels unless the needs below are reasonably satisfied.
Some adults in your classroom may have so many unmet basic Survival and Safety
needs that they will be unable to focus on their studies. Before they can effectively
learn, they may need assistance from community service agencies. Part of their
learning may need to include information sessions on how to access appropriate
community service programs (food, housing, clothing, domestic violence shelters,
medical and emotional services, etc.) in their area.
Section 10 of this Handbook contains the Resource Guide for Adult Educators which
lists many community services. You may also access the new edition of ConXtions: The
resource directory connecting adult education and literacy programs to community
services online at http://wvde.state.wv.us/abe/connections.htm. Finally, your local area
may have its own community services directory. Ask your Peer Trainer where you might
obtain such a directory.
WVABE Instructor Handbook, Section 3, 2008-09
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When new students enter the program, it is important to ask questions that will identify
barriers to program participation and special needs, as well as identify the students’
learning strengths. New learners should be assured at the outset that perceived barriers
or learning problems need not prohibit them from setting and reaching learning goals. A
process needs to be in place to address these barriers and revisit these issues
periodically.
Many of your students will also need a great deal of your attention before they can
satisfy their need for Belongingness in your program or can improve their Self-Esteem.
Establishing rapport with the student can sometimes be accomplished at the outset by
spending private time with each new student to discuss problems and solutions as well
as how to use strengths to compensate for weak areas. Often students are not aware of
their strengths and how these can positively impact their learning capacity. By
identifying their preferred learning styles, you will know what type of input needs to be
provided in your classroom so that they can be successful learners.
Your initial contact with new learners can be decisive in determining individuals’
attitudes toward the program and whether they will remain in the program long enough
to complete their goals and reach Self-Actualization.
Interventions Required by the WVABE Program
WVABE programs are required to administer some type of screening instrument,
questionnaire, and/or inventory (or a combination) to each student. The instrument(s)
must include:
• Barrier identification questions (about problems with transportation, scheduling,
child care, health, etc.) that will help you assist the students in identifying
potential problems and developing a plan to address them.
• Special learning needs screening questions that will tip you off to learning
disabilities, attention deficits, and other special learning needs (i.e., vision or
hearing problems) so that you can identify appropriate strategies and
accommodations or make referrals for formal diagnosis. At a minimum these
questions should include:
• Have you ever had special help or special classes?
• Do you think you have trouble learning?
• What kinds of things do you have trouble with?
• Learning styles (auditory, visual, tactile, social, etc.) identification questions
that will help you and your students identify materials and techniques that are
best suited to their strengths.
Programs are also required to follow-up by explaining the results, developing individual
strategies, making referrals to outside agencies as needed, and documenting this
process. Different programs use different instruments or combinations of instruments
that include these types of questions.
WVABE Instructor Handbook, Section 3, 2008-09
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SCREENING FOR BARRIERS TO LEARNING
AND SPECIAL LEARNING NEEDS
When adult learners decide to enter educational programs, they have many questions
and concerns. They want to know how ABE is different from their past educational
experiences. They may have transportation, child care, or health-related problems to
work out. They may have physical or learning disabilities that they are concerned about.
They may have scheduling conflicts that will interfere with their studies. Sometimes they
only begin to think about these barriers after they have already begun the registration
process. Unless someone helps them to identify potential barriers and solutions, these
students may abandon the program before they ever get started.
The Learning Needs/Barriers section of the sample WVABE Registration Form (found in
Section 4 Appendix) contains questions that address barriers and special needs. In
addition, the second page of the WVABE Self-Assessment Survey (Section 3 Appendix)
also gives a sample of the types of questions that should be asked related to barriers
and special needs screening.
Some programs use the Learning Needs Screening (13 questions plus follow-up/referral
form) to help determine whether a student should be sent for formal diagnosis of a
learning disability and/or other problems related to vision, hearing, etc. An adult with a
learning disability will need appropriate accommodations in order to be successful on
the GED® or other tests. Without appropriate documentation from a certifying
professional diagnostician, the student cannot access these accommodations.
In the Section 3 Appendix is an explanation of the Learning Needs Screening along with
directions for administration. SPOKES instructors use a special version of this screening
(found in Section 16 Appendix). It is important to remember that this screening should
be read aloud because it may be administered to students with low reading skills.
After screening is completed, discuss present barriers and potential barriers. There are
many agencies that can assist with a variety of needs including food, shelter, and
transportation. For example, you might be able to partner with your local Board of
Education who can transport adults along with their child to the school.
Offer to assist students if additional barriers or learning problems present themselves
later on. Encourage students to be proactive and ask for support when it is necessary.
In the Section 3 Appendix, you will find the Plan for Reducing Barriers to Success that
will help you make plans to eliminate potential barriers, make referrals to appropriate
agencies, and keep track of these contacts.
In order for a student to show progress in a program they need to attend class on a
regular basis. If you can deal with the barriers up front, you will be able to retain
students and truly meet the needs of the adults who come to you for help. For additional
ideas, see the section on Retention in Section 7 of the Handbook.
WVABE Instructor Handbook, Section 3, 2008-09
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ASSESSING LEARNING STYLES
As adult educators, we need to become more aware of the different modes of
learning. The tendency of most instructors is to deliver educational input in their own
preferred style. Many times our students have had difficulty in the learning
environment because they only received one type of input.
Learners are usually more successful when they receive input in their preferred
learning style. It is important to help each learner become aware of his or her learning
style and to provide appropriate input to enhance learning. Learners who are aware of
how they best receive input can choose appropriate materials and settings to work in
as part of their plan of study.
A variety of instruments are available to help adult learners discover their preferred
learning styles. Because they may be freely reproduced, many WVABE programs use
the C.I.T.E. instrument or the Learning Style Preference Form (found in Section 3
Appendix). SPOKES instructors are required to use the C.I.T.E. Further information on
the C.I.T.E. is on the following pages.
In place of a formal inventory, some programs have learning styles questions on
another program form. (See the WVABE Self-Assessment Survey in Section 3
Appendix). Many other print inventories are available for purchase and some are
available online free-of-charge. A few are listed below.
Print Learning Styles Inventories
PPLS - Pues Perceptual Learning Style Inventory, Pues & Associates, P.O. Box
572033, Tarzana, CA 91357.
Dunn’s Learning Style Inventory (Rita & Kenneth Dunn, St. John’s University, N.Y.)
Available from: Price Systems, Inc., Box 3067, Lawrence, KS 66046.
Kolb Learning Style (David Kolb, Case Western Reverse University). Available from:
McBer and Co., 137 Newberry St., Boston, MA 02116.
Learning Channel Preference Checklist (Lynn O’Brien, Rockville, MD).
4MAT System (Bernice McCarthy, expanded on Kolb’s work).
Online Learning Styles Resources
Learning Styles Links: http://www.geocities.com/CollegePark/Union/2106/lstylstd.htm
Index of Learning Styles Questionnaire:
http://www.engr.ncsu.edu/learningstyles/ilsweb.html
Learning Styles Chart: http://www.chaminade.org/inspire/learnstl.htm
Learning Styles and Multiple Intelligences: http://www.ldpride.net/learningstyles.MI.htm
This page provides an explanation of what learning styles and multiple intelligences
are all about, an interactive assessment of your learning style/MI, and practical tips
to make your learning style work for you.
WVABE Instructor Handbook, Section 3, 2008-09
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R.M. Felder: Learning about your students and how to teach them:
http://adulted.about.com/education/adulted/gi/dynamic/offsite.htm?site=http://www2.
ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm
Go to the bottom of the link and there will be links to the work of R.M. Felder on
conversations of students who have different learning styles. “Tell Me More”, then
“Meet Your Students”.
Taming the Dragons by Susan Setley: http://members.aol.com/susans29/lsa.html
Background on the C.I.T.E. Learning Styles Inventory
The C.I.T.E. Learning Styles Inventory (found in the Section 3 Appendix) is often used
to identify learning styles for adults. The C.I.T.E. (Babich, Burdine, Albright, and Randol,
1976) was formulated at the Murdoch Teachers Center in Wichita, Kansas to help
teachers determine the learning styles preferred by their students. Frank B. Mann, III,
Wyoming County, West Virginia, programmed a computer application system for the
C.I.T.E. so that students may respond to the questions using the computer and their
scores are tallied automatically. Instructors may obtain copies by contacting Louise
Miller at 1-800-766-7372 ext. 1122; email: louise@wvabe.org.
The C.I.T.E is divided into three main areas:
• Information gathering includes auditory language, visual language, auditory
numerical, visual numerical and auditory-visual language, auditory numerical,
visual numerical and auditory-visual-kinesthetic combination.
• Work conditions focus on whether a student works better alone or in a group.
• Expressiveness considers if a student is better at oral or written communication.
Scores on the C.I.T.E. Learning Styles Inventory fall into one of three categories: major,
minor, and negligible. These categories may be defined as follows:
Major:
The student prefers this mode of learning, feels comfortable with it, and
uses it for important (to the student) learning. A student does not
necessarily have one and only one preferred style.
Minor:
The student uses this mode but usually as a second choice or in
conjunction with other learning styles.
Negligible: The student prefers not to use this if other choices are available. The
student does not feel comfortable with this style.
WVABE Instructor Handbook, Section 3, 2008-09
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Definitions and Teaching Techniques for Learning Styles
The following are descriptions of learning styles identified by the C.I.T.E. and found in
every learner to a major, minor, or negligible extent and teaching suggestions related to
each learning style.
Learning Style
Teaching Techniques
Visual-Language:
This is the student who learns well from seeing
words in books, on the chalkboard, charts or
workbooks. He/she may write words down that
are given orally in order to learn by seeing them
on paper. He or she remembers and uses
information better if it has been read.
This student will benefit from a variety of
books, pamphlets, and written materials on
several levels of difficulty. Given some time
alone with a book, he or she may learn more
than in class. Make sure important
information has been given on paper, or that
he or she takes notes if you want this
student to remember specific information.
Visual-Numerical:
This student has to see numbers on the board,
in a book, or on paper in order to work with
them. He or she is more likely to remember and
understand math facts if he or she has seen
them. He or she does not seem to need as
much oral explanation.
This student will benefit from worksheets,
workbooks, and texts. Give a variety of
written materials and allow time to study it. In
playing games and being involved in
activities with numbers and number
problems, make sure they are visible, printed
numbers, not oral games and activities.
Important data should be given on paper.
Auditory-Language:
This is the student who learns from hearing
words spoken. You may hear him or her
vocalizing or see the lips or throat move as he or
she reads, particularly when striving to
understand new material. He or she will be more
capable of understanding and remembering
words or facts that have been learned by
hearing.
This student will benefit from hearing audio
tapes, rote oral practice, lecture, or a class
discussion. He or she may benefit from using
a tape recorder to make tapes to listen to
later, by teaching another student, or
conversing with the teacher. Groups of two
or more, games or interaction activities
provide the sounds of words being spoken
that are so important to this student.
Auditory-Numerical:
This student learns from hearing numbers and
oral explanations. He or she may remember
phone and locker numbers with ease, and be
successful with oral numbers, games, and
puzzles. He or she may do just about as well
without a math book, for written materials are
not as important. He or she can probably work
problems in his or her head. You may hear this
student saying the numbers aloud or see the lips
move as a problem is read.
This student will benefit from math sound
tapes or from working with other people,
talking about a problem. Even reading
written explanations aloud will help. Games
or activities in which the number problems
are spoken will help. This student will benefit
from tutoring another or delivering an
explanation to his or her study group or to
the teacher. Make sure important facts are
spoken.
WVABE Instructor Handbook, Section 3, 2008-09
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Learning Style
Teaching Techniques
Auditory-Visual-Kinesthetic:
The A/V/K student learns best by experience
and self-involvement. He or she definitely needs
a combination of stimuli. The manipulation of
material along with the accompanying sights and
sounds (words and numbers seen and spoken)
will make a big difference to him or her. This
student may not seem able to understand, or
keep his or her mind on work unless he or she is
totally involved. He or she seeks to handle,
touch and work with what is being learned.
Sometimes just writing or a symbolic wriggling of
the fingers is a symptom of the A/V/K learner.
This student must be given more than just a
reading or math assignment. Involve him or
her with at least one other student and give
him or her an activity to relate to the
assignment. Accompany an audiotape with
pictures, objects, and an activity such as
drawing or writing or following directions with
physical involvement.
Social-Individual:
This student gets more work done alone. He or
she thinks best and remembers more when he
or she has learned alone. He or she cares more
for his or her own opinions than for the ideas of
others. You will not have much trouble keeping
this student from over-socializing during class.
This student needs to be allowed to do
important learning alone. If you feel he or
she needs socialization, save it for a nonlearning situation. Let him or her go to the
library or back in a corner of the room to be
alone. Do not force group work on him or her
when it will make the student irritable to be
held back or distracted by others. Some
great thinkers are loners.
Social-Group:
This student strives to study with at least one
other student and he or she will not get as much
done alone. He or she values others’ ideas and
preferences. Group interaction increases his or
her learning and later recognition of facts.
Socializing is important to this student.
This student needs to do important learning
with someone else. The stimulation of the
group may be more important at certain
times in the learning process than at others
and you may be able to facilitate the timing
for this student.
Expressive Oral:
This student prefers to tell what he or she
knows. He or she talks fluently, comfortably, and
clearly. The teacher may find that this learner
knows more than written tests show. He or she
is probably less shy than others about giving
reports or talking to the teacher or classmates.
The muscular coordination involved in writing
may be difficult for this learner. Organizing and
putting thoughts on paper may be too slow and
tedious a task for this student.
Allow this student to make oral reports
instead of written ones. Whether in
conference, small group or large, evaluate
him or her more by what is said than by what
is written. Reports can be on tape, to save
class time. Demand a minimum of written
work, but a good quality so he or she will not
be ignorant of the basics of composition and
legibility. Grammar can be corrected orally
but is best done at another time.
WVABE Instructor Handbook, Section 3, 2008-09
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Learning Style
Expressiveness-Written: This student can
write fluent essays and good answers on tests to
show what he or she knows. He or she feels
less comfortable, perhaps even stupid when oral
answers are required. His or her thoughts are
better organized on paper than when they are
given orally.
WVABE Instructor Handbook, Section 3, 2008-09
Teaching Techniques
This student needs to be allowed to write
reports, keep notebooks and journals for
credit, and take written tests for evaluation.
Oral transactions should be under nonpressured conditions, perhaps even in a
one-to-one conference.
13
LEARNING DISABILITIES AND OTHER SPECIAL NEEDS
Adult education practitioners need to be aware of adults with special needs (learning
disabilities and attention disorders, physical and psychological disabilities, and mental
impairments) and to provide effective instruction to these individuals. These
practitioners need to understand the nature of disabilities, screening instruments,
referral systems, and teaching strategies and accommodations that can assist these
learners.
Learning Styles versus Learning Disabilities
All of us learn through our senses. We obtain information from a variety of modalities
(visual-print, visual-non-print, auditory receptive, auditory expressive, tactile, etc.). Our
preferred modalities are our learning styles. Some adults have impairments in one or
more of their learning modalities caused by learning disabilities (LD). Adults with LD can
ONLY receive information from their intact learning modalities. Thus, for an adult with
LD, his or her learning style is not simply a preference; it is mandatory. Adults with LD
MUST receive information in particular ways or they cannot process the information and
therefore cannot learn it.
•
Learning Disabilities (LD) can impact academic performance in listening,
speaking, reading, writing, mathematics, etc. Specific LD (such as Dyslexia,
Dysgraphia, Dyscalculia), is a permanent lifelong condition which interferes with
learning and academic performance. Although individuals with LD have average
or even above average intelligence, without reasonable accommodations (extra
time, spell-checking devices, calculators, readers or scribes, etc.) to level the
playing field, these individuals are presented with innumerable barriers.
•
Attention Deficit Disorder and Attention Deficit Hyperactivity Disorders
(ADD/ADHD) are also lifelong conditions that can cause problems in academic
performance due to the individual's inattentiveness, restlessness, lack of
organization and inability to concentrate and complete assignments. Adults with
ADD/ADHD may require frequent breaks and private settings.
•
Physical Disabilities may also hinder some adult learners in reaching their
fullest potential. While some individuals were born with impaired vision, hearing,
or mobility, many other adults have acquired physical disabilities as a result of
accidents, injuries, or the effects of aging. These disabilities may include
systemic conditions such as AIDS, asthma, cancer, diabetes, epilepsy, etc; brain
impairments due to head injuries, drug abuse, strokes, etc.; or orthopedic
problems affecting the bones and joints. Adults with physical disabilities may be
dealing with mobility problems, pain, discomfort, fatigue, and effects of
medication such as drowsiness, nausea, and memory loss. They may require
special attention or equipment in order to succeed.
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14
•
Psychological or Emotional Disabilities are DSM-IV defined conditions such
as schizophrenia, bipolar disorder, major depression, etc. The condition itself or
the medication used to treat the condition may create learning problems for the
individual involving concentration, restlessness, anxiety, memory loss, frustration,
etc.
•
Mental Impairments or Developmental Disabilities, such as mental
retardation, may limit the ability of individuals to achieve higher academic levels.
While these individuals may be unable to attain high school equivalency, many
are able to achieve a sufficient level of basic skills to enable them to enter the
workforce or go on for specific vocational training. These learners may not qualify
for testing accommodations but require classroom and learning modifications
such as constant reinforcement and concrete application of their learning in order
to progress.
Classroom and Testing Accommodations for Students with Documented
Disabilities
Students who present documentation of their disabilities have a right under the
Americans with Disabilities Act (ADA) to request reasonable accommodations.
Depending on the type of disability, the accommodations may include (but are not
limited to):
• Extended time for learning and testing
• Private settings free of interruptions and distractions for learning and testing
• Frequent breaks or change of activity
• Calculators
• Spell checkers
• Word processors
• Audiotapes of presentations, texts, and tests
• Enlarged print
• Braille texts
• Readers
• Note-takers or scribes for learning and testing
• Sign language interpreters
• Assistive listening devices
• Furniture or room modifications to accommodate wheelchairs, etc.
Programs must provide information regarding the rights of individuals with disabilities. A
public non-discrimination notice should be posted in the classroom and included in
publications. (See Section 4 and Section 4 Appendix of this Handbook.)
GED Testing Accommodations for Students with Disabilities
Many adult learners state that getting a General Education Development (GED) is their
primary reason for entering adult education programs. However, some adults who seem
intelligent and study diligently may still fail in test-taking situations. Some individuals
simply cannot perform under standard test-taking conditions (hours of sitting still to take
a series of tests, a room full of people, a clock ticking off the time, a test which must be
WVABE Instructor Handbook, Section 3, 2008-09
15
read silently). These adults may know the information perfectly well and yet be unable
to demonstrate what they know because learning disabilities or attention disorders
interfere with their performance under certain conditions.
The GED Testing Service (GEDTS) has made it possible for individuals with learning
disabilities and ADHD, as well as physical or psychological disabilities to take the GED
test with specific accommodations at no additional charge.
If you are working with a learner that you believe may have a learning disability, it is
important to access as much information about the individual as possible, while
maintaining strict confidentiality. If the student has a record of special education, he or
she may have been diagnosed as a child. Another individual may have been through
psychological testing for some other reason. These records may be accessed and used
to document the condition.
In addition, it is important that instructors who work with the student provide information
about the types of classroom accommodations that have been used successfully with
the individual (extra time, frequent breaks, a quiet area for study, successful use of A/V
materials in teaching, dramatic differences when using a calculator versus none, etc.)
Some students with physical disabilities (vision, hearing, physical, or emotional
impairments) may also be able to access certain accommodations. For more
information on applying for accommodations, see Section 8 of the WVABE Instructor
Handbook. To obtain the appropriate request for accommodation form or forms, go to
the GEDTS website or contact the local GED examiner.
The same accommodations that are available for the GED tests may be requested for
the OPT. If a student has been approved by the state GED administrator for disability
accommodations on the full-length GED tests, your program MUST use the same
accommodations when administering the OPT. If you have worked with a student and
believe that student may need accommodations and could pass the GED if they had
accommodations, you may administer the OPT using those accommodations in order to
make a case for the use of accommodations.
Serving Adults with Learning Disabilities in the Classroom
The following information is from Bridges to Practice Guidebook 1: Preparing to Serve
Adults with Learning Disabilities, published by the National Adult Literacy and Learning
Disabilities (ALLD) Center. This information may help you recognize problems
associated with LD.
Remember, instructors are not professional diagnosticians. Many times we can
recognize symptoms that may indicate LD, but it is not our role to label students. Some
adults have documentation which identifies their LD and are thus legally entitled to
instructional and testing accommodations. Whether or not a learner has a diagnosis,
instructors may begin to address the needs of students using some of the information
and ideas on the following pages.
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16
National Joint Committee on Learning Disabilities
Definition of Learning Disabilities
There are several definitions of learning disabilities used throughout the country by
professional and advocacy organizations and service agencies. The National ALLD
Center selected the following definition of the National Joint Committee on Learning
Disabilities (NJCLD) in its 1994 revision:
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 in 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, mental retardation, serious emotional
disturbance) or with extrinsic influences (such as cultural differences, insufficient or
inappropriate instruction).
The NJCLD definition is presented below in an annotated format to help you interpret its
meaning as applied to adults.
NJCLD Definition
Application to Adults
Learning disabilities is a
general term that refers to a
heterogeneous group of
disorders
There is neither one type of learning disability nor one profile for adults
with learning disabilities. There are many different patterns of difficulties.
For example, one adult may have a serious reading disability, while
another may be able to read adequately, but not be able to communicate
thoughts in writing.
manifested by significant
difficulties
All individuals have strengths and weaknesses. Adults with learning
disabilities have serious problems which affect one of life’s major
functions in the home and the workplace. For example, an adult may not
be able to work at a preferred job due to lack of literacy skills related to
learning disabilities.
in the acquisition and use of
listening, speaking, reading,
writing, reasoning, or
mathematical abilities.
Learning disabilities are specific in nature. Learning problems
encompass one or more ability areas (e.g., reading or math), but do not
necessarily include all ability areas. They do not represent simply a delay
in development.
These disorders are intrinsic Learning disabilities are part of a person’s neurological make-up. They
are not eliminated by changes in the environment such as increased
to the individual,
exposure to literacy events. Although a person can learn to deal
effectively with a learning disability, it doesn’t go away.
presumed to be due to
central nervous system
dysfunction,
Although most adults with learning disabilities will not have a medical
diagnosis of neurological disorder, the assumption is that there is some
sort of difference or difficulty in how the brain works. Current research is
shedding greater light on this area.
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17
NJCLD Definition
and may occur across the
life span.
Application to Adults
Learning disabilities may be uncovered at different stages of a person’s
life, depending on many factors. Some factors include severity of the
disorder; academic, vocational, and social setting demands; and
educators’ knowledge of learning disabilities. The symptoms change over
time so that a learning disability in a 7-year-old child looks different from
one in an adult.
Some adults will have difficulty in self-control, perceiving social situations
Problems in self-regulatory
behaviors, social perception, appropriately, and getting along with other people.
and social interaction may
exist with learning
disabilities
but do not by themselves
constitute a learning
disability,
The problems described in self-regulation, social perception, and
interaction--while often present in adults with learning disabilities--also
occur in people with other disabilities as well. There are many reasons
for these types of problems other than underlying learning disabilities.
although learning disabilities
may occur concomitantly
with other handicapping
conditions (for example,
sensory impairment, mental
retardation, serious
emotional disturbance)
A learning disability may be present with other disorders, but these
conditions are not the cause of the learning disability. For example, an
adult may have a hearing loss along with a learning disability, but the
hearing loss is not causing the learning disability. Also, learning
disabilities are not related to low intelligence. In fact, most people with
learning disabilities are average or above average in intelligence, but the
impact of the disability may impair their ability to function well in school,
at home, or in the workplace.
or with extrinsic influences
(such as cultural
differences, insufficient or
inappropriate instruction).
Although learning disabilities are not the result of inadequate schooling or
opportunity to learn, they are often exacerbated by these factors. For
example, individuals with learning disabilities frequently have fewer
opportunities to learn in their area of disability; they tend to be challenged
less by their teachers and parents. Therefore, by the time individuals with
learning disabilities become adults, they are further behind than the
learning disability would predict.
Characteristics of Adults with Learning Disabilities
There is no single cause of learning disabilities and, therefore, no single set of
characteristics. When considering adults with learning disabilities, it is important to
recognize that a wide range of learning, social, and behavioral characteristics exist.
Although these characteristics are not directly related to a lack of training or experience,
a learning disability may have prevented an individual from profiting from these sources
of information. The following characteristics are organized by deficit area: reading,
writing, listening, speaking, mathematics, thinking, and “other.”
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18
Reading Difficulties
The most prominent characteristic associated with LD is difficulty in learning to read.
The term 'dyslexia' is often used to denote a reading problem, although in reality it is a
disorder that interferes with the acquisition and processing of language and affects a
variety of performance areas. In addition to the characteristics associated with dyslexia,
an individual with LD may demonstrate some or most of the following reading
characteristics:
Reading Characteristics
Examples
Does not read for pleasure.
• Engages in leisure activities other than reading
magazines or books; prefers more active pursuits.
• Doesn’t read stories to his/her children.
Does not use reading to gather
information.
• Cannot easily use materials like newspapers and
Has problems identifying
individual sounds in spoken
words.
• Does not attempt to sound out words in reading or does
Often needs many repetitions to
learn to recognize a new or
unused word.
• May encounter a newly learned word in a text and not
Oral reading contains many
errors, repetitions, and pauses.
• Reads slowly and laboriously, if attempts at all.
• May refuse to read orally.
Efforts in reading are so focused
on word recognition that it
detracts from reading
comprehension.
• Loses the meaning of text, but understands the same
Has problems with
comprehension that go beyond
word recognition. May have
limited language skills that affect
comprehension.
• Does not understand the text when it is read to him/her.
Has limited use of reading
strategies. Is an inactive reader;
not previewing text, monitoring
comprehension, or summarizing
what is read.
• When prompted to do so, does not describe strategies
Rarely practices reading, which
may compound reading
difficulties. Lacks complex
language and word knowledge.
• Recognizes and uses fewer words, expressions, and
WVABE Instructor Handbook, Section 3, 2008-09
classified ads to obtain information.
so incorrectly.
recognize it when it appears later in that text.
material when it is read aloud.
used to assist with decoding and comprehension of
text.
sentence structures than peers.
19
Writing Difficulties
Many individuals with LD have difficulties with written expression. These problems often
are found in combination with reading and spoken language difficulties. Writing
difficulties often continue after other learning problems have been resolved.
“Dysgraphia” is a term sometimes used to refer to writing problems. An individual with
LD may demonstrate some or all of the following characteristics in writing:
Writing Characteristics
Examples
Has difficulty communicating
through writing.
• Rarely writes letters or notes.
• Needs help completing forms such as job applications.
Written output is severely limited.
• Struggles to produce a written product.
• Produces short sentences and text with limited
vocabulary.
Writing is disorganized.
• Omits critical parts or puts information in the wrong
place. Writing lacks transition words.
Lacks a clear purpose for writing.
• Does not communicate a clear message.
• Expresses thoughts that don’t contribute to the main
idea.
Does not use the appropriate text
structures.
• Uses sentences that contain errors in syntax or word
choice.
• Fails to clearly indicate the referent of a pronoun.
Shows persistent problems in
spelling.
• Spells phonetically.
• Leaves out letters.
• Refrains from writing words that are difficult to spell.
Has difficulties with mechanics of
written expression.
• Omits or misuses sentence markers such as capitals
Handwriting is sloppy and difficult
to read.
• Has awkward writing grip or position.
• Letters, words, and lines are misaligned or not spaced
and end punctuation, making it difficult for the reader to
understand the text.
appropriately.
Demonstrates difficulties in
revising.
• Is reluctant to proofread or does not catch errors.
• Focuses primarily on the mechanics of writing, not on
style and content.
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20
Listening Difficulties
Individuals with LD also may have problems with the processing of oral language. An
individual with LD may demonstrate some or all of the following characteristics in
listening:
Listening Characteristics
Examples
Has problems perceiving slight
distinctions in words.
• Misunderstands a message with a word mistaken for a
Has a limited vocabulary.
• Recognizes and uses fewer words than peers when
similar word. Might say, “Pick up the grass,” instead of,
“Pick up the glass.”
engaged in conversation or when gathering information
by listening.
Finds abstract words or concepts
difficult to understand.
• Requests repetitions or more concrete explanations of
Has difficulty with nonliteral or
figurative language such as
metaphors, idioms, and sarcasm.
• Does not understand jokes or comic strips.
Confuses the message in
complex sentences.
• Will eat lunch first if given the direction, “Eat lunch after
Has difficulty with verbal
memory.
• Doesn’t remember directions, phone numbers, jokes,
Has difficulty processing large
amounts of spoken language.
• Gets lost listening in classroom or large group
WVABE Instructor Handbook, Section 3, 2008-09
ideas. Frequently asks for examples.
you take this to the mail room.”
stories, etc.
presentations, complaining that people talk too fast.
21
Speaking Difficulties
An individual with LD may have problems producing oral language. These may include
one or more of the following characteristics:
Speaking Characteristics
Examples
Mispronounces words.
• Adds, substitutes, or rearranges sounds in words, as in
phenomenon for phenomenon or Pacific for specific.
Uses the wrong word, usually
with similar sounds.
• Uses a similar-sounding word, like generic instead of
Confuses the morphology, or
structure, of words.
• Uses the wrong form of a word, such as calling the
Has a limited vocabulary.
• Uses the same words over and over in giving
genetic.
Declaration of Independence the Declaring of
Independence.
information and explaining ideas.
• Has difficulty conveying ideas.
Makes grammatical errors.
• Omits or uses grammatical markers incorrectly, such as
tense, number, possession, and negation.
Speaks with a limited repertoire
of phrase and sentence
structure.
• Uses mostly simple sentence construction. Overuses
Has difficulty organizing what to
say.
• Has problems giving directions or explaining a recipe;
Has trouble maintaining a topic.
• Interjects irrelevant information into a story.
“and” to connect thoughts.
talks around the topic (circumlocutes), but doesn’t get
to the point.
• Starts out discussing one thing and then goes off in
another direction without making the connection.
Has difficulty with word retrieval.
• Can’t call forth a known word when it is needed and
may use fillers, such as “ummm,” and “You know.”
• May substitute a word related in meaning or sound, as
in boat for submarine or selfish for bashful.
• May use an “empty word,” such as thing or stuff.
• May describe rather than name, as in a boat that goes
underwater.
Has trouble with the pragmatic or
social use of language.
• Does not follow rules of conversation like turn-taking.
• Does not switch styles of speaking when addressing
different people.
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22
Mathematics Difficulties
In some instances, individuals with LD have normal or above-normal mathematic skills.
For others, mathematics is the primary area of disability or an area of disability in
addition to other problems, such as reading disabilities. “Dyscalculia” is a term
occasionally used to refer to problems in mathematics. An individual with LD may have
one or more of the following characteristics:
Math Characteristics
Examples
Doesn’t remember and/or
retrieve math facts.
• Uses a calculator or counts on fingers for answers to
Doesn’t use visual imagery
effectively.
• Can’t do math in his/her head and writes down even
Has visual-spatial deficits.
• Confuses math symbols.
simple problems; e.g., 2 X 5.
simple problems. Has difficulty making change.
• Misreads numbers.
• Doesn’t interpret graphs or tables accurately.
• Has trouble maintaining a checkbook.
Becomes confused with math
operations, especially multi-step
processes.
• Leaves out steps in math problem-solving or does them
in the wrong order.
• Can’t do long division except with a calculator.
• Has trouble budgeting.
Has difficulties in language
processing that affect the ability
to do math problem-solving.
• Doesn’t translate real-life problems into the appropriate
WVABE Instructor Handbook, Section 3, 2008-09
mathematical processes. Avoids employment situations
which involve this set of skills.
23
Thinking Difficulties
Although adults with LD do not have global difficulties in thinking, they may have
specific problems in cognitive processing. These may include one or more of the
following characteristics:
Thinking Characteristics
Examples
Has problems with abstract
reasoning.
• Asks to see ideas on paper.
Shows marked rigidity in
thinking.
• Resists new ideas or ways of doing things and may
Thinking is random as opposed
to orderly, either in logic or
chronology.
• May have good ideas which seem disjointed, unrelated,
Has difficulty synthesizing ideas.
• Pays too much attention to detail and misses the big
• Prefers hands-on ways of learning new ideas.
have difficulty adjusting to changes on the job.
or out of sequence.
picture or idea when encountering specific situations at
home or at work.
Makes impulsive decisions and
judgments.
• “Shoots from the hip” when arriving at conclusions or
Has difficulty generating
strategies to acquire/use
information and solve problems.
• Approaches situations without a game plan, acting
decisions. Doesn’t use a structured approach to weigh
options.
WVABE Instructor Handbook, Section 3, 2008-09
without a guiding set of principles.
24
Other Difficulties
An individual with LD may have problems in addition to those listed above. These may
include one or more of the following characteristics:
Characteristics
Examples
Has problems with attention,
which may be accompanied by
hyperactivity, distractibility, or
passivity.
• Doesn’t focus on a task for an appropriate length of
Displays poor organizational
skills.
• Doesn’t know where to begin tasks or how to proceed.
• Doesn’t work within time limits, failing to meet deadlines.
• Work space and personal space are messy.
Has eye-hand coordination
problems.
• Omits or substitutes elements when copying information
Demonstrates poor fine motor
control, usually accompanied by
poor handwriting.
• Avoids jobs requiring manipulation of small items.
• Becomes frustrated when putting together toys for
Lacks social perception.
• Stands too close to people when conversing.
• Doesn’t perceive situations accurately. May laugh when
time.
• Can’t seem to get things done.
• Does better with short tasks.
from one place to another, as in invoices or schedules.
children.
something serious is happening or slap an unreceptive
boss on the back in an attempt to be friendly.
Has problems establishing
social relationships. Problems
may be related to spoken
language disorders.
• Does not seem to know how to act and what to say to
Lacks “executive functions,”
including self-motivation, selfreliance, self-advocacy, and
goal-setting.
• Demonstrates over reliance on others for assistance or
people in specific social situations and may withdraw
from socializing.
fails to ask for help when appropriate.
• Blames external factors on lack of success.
• Doesn’t set personal goals and work deliberately to
achieve them.
• Expresses helplessness.
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25
TECHNIQUES: Working with Adults with Learning Disabilities
Prepared by the National Adult Literacy and Learning
Disabilities (ALLD) Center
Research on teaching techniques for adults with learning disabilities is limited. The
majority of research on learning disabilities instruction has focused on children, and
these techniques do not necessarily work well with adults. The following is a list of
teaching techniques that have been suggested as effective with adults who have
suspected or diagnosed learning disabilities. This list is not all-inclusive, but it does
provide suggestions for techniques and methods that may be useful in teaching adult
learners.
Instructors and students should agree on the expected outcome of a program. They
both should be involved in developing work plans on how they expect to reach the
student’s goals. The following techniques may help to improve student involvement:
•
•
•
•
•
•
•
Help set realistic goals.
Set short-term goals so the student can
experience immediate success.
Consider meeting in a variety of ways. Be
creative and flexible.
Involve the student in determining how to
evaluate specific goals.
Involve students in the evaluation of their
progress.
Get adult students tested for hearing and
vision problems, if necessary.
Talk with students about what techniques
work best for them.
•
•
•
•
•
Develop a written work plan with learners
and make sure they fully understand it.
Discover what truly interests the learner
through listening, discussions, and
observations.
Respect the uniqueness of each individual.
Encourage risk-taking.
Help students identify techniques that
might be helpful in accommodating their
learning disabilities.
Before students can begin assignments, they have to understand the instructions. The
following techniques may help instructors introduce lessons effectively:
•
•
•
•
•
•
Tape record or video tape the instructions.
Make announcements in both oral and
written forms--especially changes in the
schedule, directions, assignments, or
exams.
Have a model of the finished product
available for review.
Show by example.
Make directions specific, concrete, and
understandable.
Give a number of options for completing
assignments.
WVABE Instructor Handbook, Section 3, 2008-09
•
•
•
Tell your student what the whole lesson
will concern, and explain what will be done
first, second, and so on.
Review major points of previous sessions.
Preview main points to be covered. Outline
both in several ways: written on the board,
presented orally, and outlined in a
handout.
Make clear transitions from one task to
another.
26
The key to effective teaching is to identify and employ techniques and methods that
work with students. It is easier for instructors to adjust their teaching methods than it is
for students to change the way they learn. The following suggestions may help
instructors reach adult learners:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Build on strengths rather than repeating
weaknesses.
Make eye contact frequently; this helps in
maintaining attention and encouraging
participation.
Teach new concepts by relating them to
practical applications.
Be sure reading material is at the right
level for the learner.
Be sure print type is large enough.
Relate material to everyday situations.
Use language experience approaches and
reading materials from the home and work
environment to stimulate interest.
Build on what the student already knows,
making learning developmental, not
remedial.
Probe “incorrect” responses to discover
thought processes.
Teach students to correct their own
mistakes.
Do not assume that the learner knows
something until you ask or teach it.
Be creative and attempt to vary your
teaching style.
Encourage students to sit in the front of the
classroom where they can hear well and
have a clear view of the chalkboard.
Keep the learning environment free of
visual and auditory distraction.
Establish a routine; this promotes
organization and consistency.
Use multi-sensory strategies to present
materials: many learners must see, say,
hear, and touch before they can develop
full mental images that stick and make
sense.
Provide short-term tasks with short breaks
between tasks.
Be flexible with time schedules: work
quotas should be adjusted to fit the work
speed of each learner.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
WVABE Instructor Handbook, Section 3, 2008-09
Repeat the activity until learning is
accomplished, and provide opportunities to
review.
Vary your lessons, reteaching and
reviewing in varieties of ways.
Respect different learning styles.
Use materials that relate to an individual’s
experiences.
Change an activity when it is not working.
De-emphasize timed tests.
Incorporate keyboards (word processors or
typewriters) into the lesson as much as
possible. Studies show that some learners
can produce 15 times more writing with a
word processor than they can with a pen or
pencil.
Use formulas or rhymes to assist the
memory.
Encourage the use of learning aids and
tools (e.g., calculators, highlighter pens,
extra worksheets, computerized learning
programs, records, tape recorders, films,
demonstrations, maps, charts,
experiences, fingers, and rulers).
Use color whenever possible for visual
impact.
Provide the student opportunities to repeat
verbally what has been taught as a check
for accuracy.
Work with other teachers and
professionals and ask for ideas or
opinions.
Encourage the learner to find a mentor in
addition to the tutor. The mentor can help
the learner review information and apply
classroom skills to practical situations.
Suggest reinforcement activities to be used
at home (e.g. posting new words on the
refrigerator door, repeated listening to a
tape of vocabulary words, watching
recommended educational television
programs).
Talk with students about their learning
process. Ask them what does and does not
work for them.
27
The better students feel about their learning experience, the harder they try. A positive
environment will foster self-esteem in students, encouraging them to return. Consider
the following when working with adult students:
•
•
•
•
•
Pay attention to self-concept enhancement
when working with disabled students.
Do not embarrass, or insinuate laziness, or
discourage an individual publicly or
privately.
Reduce emphasis on competition and
perfection.
Praise the learner’s accomplishments at
the end of every session.
Communicate to students that you value
them through smiling, listening, and eye
contact.
•
•
•
•
•
Incorporate a sense of humor into the
learning process.
Praise what you might consider small or
minor successes.
Emphasize students’ strengths and
encourage them to exercise them.
Reinforce the effort and progress of the
student.
Teach to each student’s strengths and
make each student a “star” as often as
possible.
References:
Adult Basic Education and General Education Development Programs for Disabled
Adults (1987) Philadelphia, PA: Library for the Blind and Physically Handicapped
Free Library of Philadelphia.
Dubrawka, L. (1995). Tutoring Adults with (or without) Learning Disabilities. Pottstown,
PA: YWCA Adult Literacy Center.
Goldstein, R. (1989). Taking the Mystique out of Learning Disabilities: A Practical
Guide for Literacy Tutors. St. John, New Brunswick: Laubach Literacy of
Canada.Instructional Strategies for Adults with Learning Disabilities (1990).
Washington, DC:
Adult Learning & Literacy Clearinghouse, U.S. Department of Education. Payne, N.
(1992). “Teaching Tips! Understanding Learning Disabilities.” GED Items,pp. 11-33.
Washington DC: American Council on Education.
Ross-Gordon, J.M. (1989) Adults with Learning Disabilities: An Overview for the
Adult Educator. Columbus, Ohio: ERIC Clearinghouse.
This material has been prepared under a cooperative agreement between the Academy for
Educational Development (AED) and National Institute for Literacy (NIFL), Grant No.
X257B300002. Opinions, findings, conclusions and recommendations expressed herein do
not necessarily reflect the views of AED or NIFL. This information is public domain, unless
otherwise indicated. Readers are encouraged to copy; please credit the National ALLD
Center.
WVABE Instructor Handbook, Section 3, 2008-09
28
BIBLIOGRAPHY
SECTION 3
Beder, H. & Quigley, A. “Beyond the Classroom.” Adult Learning 1: 19-21, 1990.
Bowren, R.R. & Zintz, M.V. Teaching Reading in Adult Basic Education. Dubuque, Iowa:
William C. Brown Co., 1977.
Brookfield, S. Understanding and Facilitating Adult Learning. San Francisco: JosseyBass, Publishers, 1991.
Cross, K.P. Adults as Learners: Increasing Participation and Facilitating Learning, San
Francisco: Jossey Bass, Publishers, 1981.
Darkenwald, G.G. & Valentine, R. “Factor structure of deterrents to participation in adult
education.” Adult Education Quarterly, 35: 177-193, 1985.
Dirxx, J. & Prenger, S. A Guide to Planning and Implementing Instruction for Adults:
A Theme-based Approach. San Francisco: Jossey-Bass, Publishers, 1997.
Hall, Jean, Mellard, Daryl, Putnam, Lewis, eds. A Study Guide for Educators Providing
GED Preparation. Lawrence, KS: University of Kansas Center for Research on
Learning, Division of Adult Studies.
Hayes, E. “A typology of low literate adults based on perceptions of deterrents to
participation in adult education.” Adult Education Quarterly, 39: 1-10, 1988.
Houle, C.O. The Design of Education, 2nd Edition. San Francisco: Jossey-Bass,
Publishers, 1996.
Kidd, J.R. How Adults Learn. Chicago: Association Press/Follett Publishing Co., 1973.
Knowles, M.S. The Adult Learner: A Neglected Species, 2nd edition. Houston, TX: Gulf
Publishing Company, 1978.
Knowles, M.S. The Modern Practice of Adult Education: From Pedagogy to Andragogy.
Chicago: Follet, 1980.
Knox, A.B. Adult Development and Learning. San Francisco: Jossey-Bass, Publishers,
1977.
Knox, A.B. Helping Adults Learn. San Francisco: Jossey-Bass, Publishers, 1986.
Koehler, L.E. Handbook for Teachers of Adults, Sacramento: Bureau of Adult
Education, California State Department of Education, 1968.
Maslow, A.H. Motivation and Personality, New York: Harper & Row, 1970.
Merriam, S. & Cafarella, R. Learning in Adulthood. San Francisco: Jossey-Bass,
Publishers, 1991.
Quigley, B.A. Rethinking Literacy Education. San Francisco: Jossey-Bass, Publishers,
1997.
Reiff, T., ed. The Pennsylvania Adult Basic Education Staff Handbook, 1995 edition.
Lancaster, PA: New Educational Projects, Inc., 1995.
Rossman, M.H., Fisk, E.C. & Roehl, J.E. Teaching and Learning Basic Skills. Teachers
College Press, 1984.
Tibbetts, J., Hamphill, D., Klein, M., Gasiorowicz, M. & Nesbit, T. Training Packet for a
three-session Workshop on the Adult Learner. Washington, DC: Pelavin Associates.
Thorndike, E.L. Adult Learning. New York: Macmillan, 1928.
WVABE Instructor Handbook, Section 3, 2008-09
29
WVABE Instructor Handbook, Section 3, 2008-09
30
Appendix
Section 3
Meeting the Needs of Adult Learners
WVABE Instructor Handbook, Section 3, 2008-09
31
WVABE Instructor Handbook, Section 3, 2008-09
32
WVABE SELF-ASSESSMENT SURVEY
Name:
Date:
1. List three things you liked and disliked about school in the past:
Likes
Dislikes
2. List a few of your short-term and long-term personal goals/objectives in life.
Short Term Goals/Objectives
Long Term Goals/Objectives
3. What is your main reason for deciding to attend this class? What do you hope to
learn or accomplish before you leave the program?
4. Do you have any hobbies? What is something you like to do and can do well?
5. For each description of how you learn, check if you like it, it's OK, or you dislike it.
Learning Style
Working with my hands
Saying things out loud I want to remember
Writing things down I want to remember
Studying alone
Working with another person
Working in a group of students
Figuring out what to do by myself
Listening to someone explain how to do something
Having someone show me how to do something
Reading to myself
Hearing someone else read out loud
Watching a movie or video to learn
Using programs on the computer
Doing worksheets
WV ABE Instructor Handbook, Section 3, 2008-09
Like
OK
Dislike
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
33
6. What might keep you from coming to class or completing your goals in this program?
Please check all that apply to you:
‰ I sometimes have transportation problems.
‰ I have some health problems.
‰ I have a family member with health problems.
‰ I have child care problems.
‰ I have elderly people to take care of at home.
‰ My work schedule sometimes changes or conflicts with class times.
‰ I am sometimes very tired because of working long hours.
‰ I have a lot of responsibilities.
‰ I’m always thinking about problems at home.
‰ I have family members or friends who don’t think I should go to school.
‰ Other:
7. What kinds of learning activities do you find difficult, if any?
Please check all that apply to you:
‰ It’s hard for me to speak up in class.
‰ It’s sometimes hard for me to understand what people are saying.
‰ I have trouble hearing sometimes.
‰ It’s hard for me to work by myself.
‰ It’s hard for me to work with other people.
‰ I get nervous taking tests.
‰ I get distracted easily.
‰ I have trouble finishing what I start on.
‰ Too much noise or activity bothers me.
‰ It’s hard for me to work when it’s too quiet.
‰ I have a lot of things on my mind, so sometimes it’s hard for me to concentrate.
‰ I sometimes have trouble seeing the board.
‰ My eyes get tired from reading small print.
‰ Other:
8. Have you ever received special help in school?
If yes, please describe:
❏ Yes
❏ No
9. Do you feel that you have difficulty learning?
If yes, please describe:
❏ Yes
❏ No
Adapted from Cabell County ABE Program
WV ABE Instructor Handbook, Section 3, 2008-09
34
C.I.T.E. LEARNING STYLES INSTRUMENT
Babich, A.M., Burdine, P., Albright, L., Randol, P.
Wichita Public Schools, Murdoch Teachers Center
Name: ___________________________________
Date: ______________________
Instructions: Read each statement carefully and decide which of the four responses agrees with
how you feel about the statement. Put an X on the number of your response.
Questions
Most
Like
Me
Least
Like
Me
1.
When I make things for my studies, I remember what I have learned
better.
4
3
2
1
2.
Written assignments are easy for me.
4
3
2
1
3.
I learn better if someone reads a book to me than if I read silently to
myself.
4
3
2
1
4.
I learn best when I study alone.
4
3
2
1
5.
Having assignment directions written on the board makes them easier
to understand.
4
3
2
1
6.
It's harder for me to do a written assignment than an oral one.
4
3
2
1
7.
When I do math problems in my head, I say the numbers to myself.
4
3
2
1
8.
If I need help in the subject, I will ask a classmate for help.
4
3
2
1
9.
I understand a math problem that is written down better than one I hear. 4
3
2
1
10.
I don’t mind doing written assignments.
4
3
2
1
11.
I remember things I hear better than I read.
4
3
2
1
12.
I remember more of what I learn if I learn it when I am alone.
4
3
2
1
13.
I would rather read a story than listen to it read.
4
3
2
1
14.
I feel like I talk smarter than I write.
4
3
2
1
15.
If someone tells me three numbers to add I can usually get the right
answer without writing them down.
4
3
2
1
16.
I like to work in a group because I learn from the others in the group.
4
3
2
1
17.
Written math problems are easier for me to do than oral ones.
4
3
2
1
18.
Writing a spelling word several times helps me remember it better.
4
3
2
1
19.
I find it easier to remember what I have heard than what I have read.
4
3
2
1
20.
It is more fun to learn with classmates at first, but it is hard to study with
them.
4
3
2
1
21.
I like written directions better than spoken ones.
4
3
2
1
22.
If homework were oral, I would do it all.
4
3
2
1
WV ABE Instructor Handbook, Section 3, 2008-09
35
Questions
Most
Like
Me
Least
Like
Me
23.
When I hear a phone number, I can remember it without writing it down. 4
3
2
1
24.
I get more work done when I work with someone.
4
3
2
1
25.
Seeing a number makes more sense to me than hearing a number.
4
3
2
1
26.
I like to do things like simple repairs or crafts with my hands.
4
3
2
1
27.
The things I write on paper sound better than when I say them.
4
3
2
1
28.
I study best when no one is around to talk or listen to.
4
3
2
1
29.
I would rather read things in a book than have the teacher tell me about
them.
Speaking is a better way than writing if you want someone to
understand it better.
When I have a written math problem to do, I say it to myself to
understand it better.
4
3
2
1
4
3
2
1
4
3
2
1
30.
31.
32.
I can learn more about a subject if I am with a small group of students.
4
3
2
1
33.
Seeing the price of something written down is easier for me to
understand than having someone tell me the price.
4
3
2
1
34.
I like to make things with my hands.
4
3
2
1
35.
I like tests that call for sentence completion or written answers.
4
3
2
1
36.
I understand more from a class discussion than from reading about a
subject.
I remember the spelling of a word better if I see it written down than if
someone spells it out loud.
Spelling and grammar rules make it hard for me to say what I want to in
writing.
It makes it easier when I say the numbers of a problem to myself as I
work it out.
4
3
2
1
4
3
2
1
4
3
2
1
4
3
2
1
4
3
2
1
4
3
2
1
4
3
2
1
4
3
2
1
37.
38.
39.
40.
I like to study with other people.
41.
When the teachers say a number, I really don’t understand it until I see
it written down.
I understand what I have learned better when I am involved in making
something for the subject.
Sometimes I say dumb things, but writing gives me time to correct
myself.
42.
43.
44.
I do well on tests if they are about things I hear in class.
4
3
2
1
45.
I can't think as well when I work with someone else as when I work
alone.
4
3
2
1
WV ABE Instructor Handbook, Section 3, 2008-09
36
C.I.T.E. LEARNING STYLES INSTRUMENT WORKSHEET
Name: ______________________________________
Date: ______________________
Directions: Look at each statement number on the worksheet below. Find the statement
number on the Learning Styles Inventory and get the "most like/least like" number of the
response you selected for each statement. Write the number (1-4) in the blank provided.
Total the numbers under each heading. Multiply the total by two. Look at the scores to
decide if this is major, minor or negligible.
Visual Language
5
13
21
29
37
X2=
Total
Visual-Numerical
9
17
25
33
41
X 2=
Total
Auditory-Language
3
11
19
36
44
X 2=
Total
Auditory-Numerical
7
15
23
31
39
X 2=
Total
Auditory-Visual-Kinesthetic
1
18
26
34
42
X 2=
Total
(Score)
Social-Individual
4
12
20
28
45
Total
X2=
(Score)
(Score)
Social-Group
8
16
24
32
40
Total
X 2=
(Score)
(Score)
Expressiveness-Oral
6
14
22
30
38
Total
X 2=
(Score)
(Score)
Expressiveness-Written
2
10
27
35
43
Total
X 2=
(Score)
Score: 34-40 = Major Learning Style
20-32 = Minor Learning Style
10-18 = Negligible Use
(Score)
See page #11 in this section for definitions of each learning style!
WV ABE Instructor Handbook, Section 3, 2008-09
37
WV ABE Instructor Handbook, Section 3, 2008-09
38
LEARNING STYLE PREFERENCE FORM
Kathy Clark, Linn-Benton Community College
Place a check on the answer that is right for you.
1. I can learn more about a subject through listening than reading.
Yes No
‰
‰
2.
I follow written directions better than oral directions.
‰
‰
3.
I like to write things down or take notes for visual review.
‰
‰
4.
I bear down extremely hard with pen or pencil when writing.
‰
‰
5.
I need explanations of diagrams, graphs, or visual directions.
‰
‰
6.
I enjoy working with tools.
‰
‰
7.
I am skillful and enjoy developing and making graphs and charts.
‰
‰
8.
I can tell if sounds match when presented with pairs of sounds.
‰
‰
9.
I remember best by writing things down several times.
‰
‰
10. I can understand and follow directions on maps.
‰
‰
11. I do better at academic subjects by listening to lectures and tapes.
‰
‰
12. I play with coins or keys in pockets.
‰
‰
13. I learn to spell better by saying the letters out loud than by writing the
word on paper.
‰
‰
14. I understand a news article better by reading about it in the paper than
by listening to the radio.
‰
‰
15. I chew gum, smoke, or snack during studies.
‰
‰
16. I feel the best way to remember is to picture it in my head.
‰
‰
17. I learn by “finger spelling” the words.
‰
‰
18. I would rather listen to a good speech or lecture than read the same
material in a textbook.
‰
‰
19. I am good at solving jigsaw puzzles and mazes.
‰
‰
20. I grip objects in my hands during learning periods.
‰
‰
21. I prefer listening to the news on the radio rather than reading about it in
the newspaper.
‰
‰
22. I get information on an interesting subject by reading relevant materials.
‰
‰
23. I feel very comfortable touching others, hugging, handshaking, etc.
‰
‰
24. I follow oral directions better than written ones.
‰
‰
WV ABE Instructor Handbook, Section 3, 2008-09
39
LEARNING STYLE PREFERENCE SCORING FORM
Scoring Procedures
YES = 5 points
NO = 1 point
Place the point value on the line next to its item number. Next, add the values to get
your preference score under each heading. For example, if you answered question
number 2 with YES give yourself 5 points and write the 5 next to the number 2 under
VISUAL.
VISUAL (VPS)
AUDITORY (APS)
TACTILE (TPS)
Item
Item
Item
Points
Points
2
1
4
3
5
6
7
8
9
10
11
12
14
13
15
16
18
17
19
21
20
22
24
23
VPS =
APS =
TPS =
Points
VPS is visual preference score
APS is auditory preference score
TPS is tactile preference score
From: Kathy Clark, Linn-Benton Community College
WV ABE Instructor Handbook, Section 3, 2008-09
40
THE LEARNING NEEDS SCREENING
A four-year study conducted by the State of Washington shows that 44% of welfare
recipients were found to have learning disabilities. Another 9% were identified
with other significant disorders.
A short screening tool called the Learning Needs Screening was developed to identify
welfare recipients in need of further formal assessment, diagnostic evaluation, and other
related referrals/resources. This instrument was field-tested and validated for this
population and was found to be 72.5% accurate in identifying learners with learning
disabilities and those classified as MMR (Mildly Mentally Retarded) or as ‘slow
learners.’
According to the developers, the Learning Needs Screening can be used by case
managers, counselors, employment and training personnel, instructors, and social
workers who are assisting TANF clients. The purpose of the tool is solely to identify
significant learning difficulties in order to refer clients for diagnostic evaluation. The
Learning Needs Screening uses a self-report format and is most accurate and
effective when administered individually using an oral interview protocol. The tool
was developed with federal funding and therefore may be reproduced freely.
The Learning Needs Screening is not a diagnostic tool, but a predictor of need. It does
NOT diagnose a learning disability, does NOT identify learners' strengths or
weaknesses, and does NOT assist in determining classroom or workplace
modifications; it ONLY determines the need for referral for formal assessment.
In addition, it has not been validated with any population other than the TANF
population; therefore, use in elementary or secondary schools or with individuals in
university, college, or work environments may not produce accurate results. It is not
appropriate for use with limited English speaking adults. In most cases, it WILL be
appropriate for adult basic education (ABE) and literacy students in West Virginia since
this group has a similar educational profile to that of the TANF client.
In West Virginia, Adult Education practitioners can administer the Learning Needs
Screening to adults in ABE and TANF classes. For West Virginia's purposes, the
Washington State version of the Learning Needs Screening has been modified to
include additional questions. The original 13 questions which were field-tested for
accuracy in the Washington State study have not been modified in any way.
Those students that score 12 or higher on the 13 question section should be referred for
formal assessment.
Formal assessment, diagnosis and documentation of learning disabilities will make it
possible for ABE students to apply for accommodations on the GED exam and other
post-secondary examinations. Information from formal assessment can be used to
identify appropriate learning strategies and classroom accommodations. Individuals with
documented disabilities may also be eligible for workplace accommodations.
WV ABE Instructor Handbook, Section 3, 2008-09
41
Learning Needs Screening
Directions for WVABE and Literacy Programs
Before proceeding to the questions, read this statement aloud to the student:
The following questions are about your school and life experiences.
We’re trying to find out how it was for you (or your family members) when you
were in school or how some of these issues might affect your life now.
Your responses to these questions will help identify resources and services
you might need to be successful in completing you education or getting a job.
1. Provide the student with a copy of the questions to look at.
2. Read each question out loud to the student. Circle “Yes” or “No” for each question in
Sections A, B, C, and D. Note: you may administer the screening to a group of
students, having each student circle their own answers, but the questions should
still be read out loud.
3. Count the number of “Yes” answers in Sections A, B, C, and D. Multiply the number
of “Yes” responses in each section by the appropriate number below:
Section A total X 1
Section B total X 2
Section C total X 3
Section D total X 4
4. Record the number obtained for each section. To obtain a Total Score, add the
subtotals from Sections A, B, C, and D and write the total at the bottom of the page.
5. Also ask all students the Additional Questions in Section E.
6. If a student has a Total Score for Sections A-D is 12 or more, proceed with the
Confidential Questions in Section F. Write down the student’s answers; and have
the student sign the Release of Information. If you complete Section F, Confidential
Questions, this screening will then become a strictly confidential document and
should be kept in a separate locked file.
7. If the Total Score for Sections A-D is 12 or more, refer the student for formal
psychological assessment. If the client has other issues (vision, hearing, etc.)
identified in Section E, make additional referrals (vision specialist, audiologist, etc.).
8. If the Total Score for Section A-D is less than 12, you may decide to skip the
Confidential Questions in Section F, but it is recommended that all students be
asked the Additional Questions in Section E (since many adults have other problems
that are unrelated to learning disabilities) that can affect their learning progress.
Note:
The 13 questions on Parts A-D of the Learning Needs Screening were developed for the Washington State Division of
Employment and Social Services Learning Disabilities Initiative (November 1994 to June 1997) under contract by Nancie
Payne, Senior Consultant, Payne & Associates, Olympia, Washington. Other parts of the screening have been adapted
and modified for use with West Virginia Adult Basic Education (ABE) students.
The Learning Needs Screening is not a diagnostic tool and should not be used to determine the existence of a disability.
Its purpose is to determine who should be referred for formal assessment.
WV ABE Instructor Handbook, Section 3, 2008-09
42
I am going to read this Learning Needs Screening out loud to you.
LEARNING NEEDS SCREENING
Name:
Social Security #:
Date:
Please answer the following questions by circling Yes or No.
Section A
1.
Did you have any problems learning in middle school or junior high school?
Yes
No
2.
Do any family members have learning problems?
Yes
No
3.
Do you have difficulty working with numbers in columns?
Yes
No
4.
Do you have trouble judging distances?
Yes
No
5.
Do you have problems working from a test booklet to an answer sheet?
Yes
No
Total of Section A
Section B
6.
Do you have difficulty or experience problems in mixing arithmetic signs?
Yes
No
7.
Did you have any problems learning in elementary school?
Yes
No
Total of Section B
Section C
8.
Do you have difficulty remembering how to spell simple words you know?
Yes
No
9.
Do you have difficulty filling out forms?
Yes
No
10.
Did you (do you) experience difficulty memorizing numbers?
Yes
No
Total of Section C
Section D
11.
Do you have trouble adding and subtracting small numbers in your head?
Yes
No
12.
Do you have difficulty or experience problems taking notes?
Yes
No
13.
Were you ever in a special program or given extra help in school?
Yes
No
Total of Section D
Total of all Sections (A+B+C+D)
The Learning Needs Screening was developed for the Washington State Division of Employment and Social Services
Learning Disabilities Initiative (November 1994 to June 1997) under contract by Nancie Payne, Senior Consultant,
Payne & Associates, Olympia, Washington.
WV ABE Instructor Handbook, Section 3, 2008-09
43
Section E: Additional Questions
14.
Have you had your vision checked in the last three years?
Yes
No
Do you need to wear glasses?
Yes
No
If so, do you have the correct prescription?
Yes
No
Do you have trouble hearing?
Yes
No
Do you need to wear a hearing aid?
Yes
No
If so, do you have what you need?
Yes
No
Do you have difficulty finding or keeping a job you like?
Yes
No
Yes
No
If so, what kind of eye exam did you have?
15.
16.
If so, when was the last time you had your hearing checked?
17.
18.
If so, what makes it hard for you to get or keep this kind of job?
What would help?
19.
Was school difficult for you?
WV ABE Instructor Handbook, Section 3, 2008-09
44
Section F: Confidential Questions
20.
Do you think that you have trouble learning?
Yes
No
-learning disability?
Yes
No
-an attention deficit?
Yes
No
–multiple, chronic ear infections
Yes
No
–multiple, chronic sinus problems
Yes
No
–serious accidents resulting in head trauma
Yes
No
–prolonged, high fevers
Yes
No
–diabetes
Yes
No
–severe allergies
Yes
No
–frequent headaches
Yes
No
–concussion or head injury
Yes
No
–convulsions or seizures
Yes
No
–long-term substance abuse problems
Yes
No
–serious health problems
Yes
No
Yes
No
If yes, what kinds of things do you have trouble with?
21.
Have you ever been diagnosed or told you have a
If so, by whom?
When?
What were you told?
22.
Have you ever had trouble with any of the following? If so, please explain.
Notes:
23.
Are you taking any medications that would affect the way you function?
Is yes, what are you taking?
How often?
WV ABE Instructor Handbook, Section 3, 2008-09
45
Refer this individual to:
__
Division of Rehabilitation Services for:
___ Psychological evaluation / possible GED and other educational
accommodations
___ Psychological evaluation / possible job accommodations
__
Audiologist
__
Vision Specialist for:
___ Developmental vision evaluation (usually by an optometrist)
___ Diabetic eye disease checkup (if diabetic and no recent eye exam)
__
Lions Club for glasses prescription filled
__
Medical Doctor for
__
Literacy Tutor at
__
Request records of previous formal assessments from
__
Other
Notes:
Authorization for Release of Information
I give permission to release the information contained in this document to the following
agencies or individuals for educational and assessment purposes:
Date
Initials
_____ _____
9
[
]
Agency
WV Department of Health and Human Resources
Staff Person:
_____ _____
[
]
WV Division of Rehabilitation Services
Staff Person:
_____ _____
[
]
Other Agency:
Staff Person:
This release is valid for two years from the date of my signature, or until it is revoked in
writing, whichever occurs first. This release has been read out loud to me and I
understand its contents.
Signature:
Date:
Signature of parent/guardian (if necessary):
Signature of interviewer releasing the information:
WV ABE Instructor Handbook, Section 3, 2008-09
46
PLAN FOR REDUCING BARRIERS TO SUCCESS
BARRIER
I. FAMILY
○ Lack of child care
○ Lack of family or partner support
○ Single parent pressures
○ Extended family (parents,
grandparents) responsibilities
○ Domestic problems/abuse
○ Other: ________________
PLAN OF ACTION
COMMENTS
II. HEALTH
○ Chronic Illness
○ Physical disability
○ Mental or emotional disability
○ Family member with health
problems
○ Alcohol or drug addiction
○ Other: __________________
III. TRANSPORTATION
○ No transportation
○ Undependable transportation
○ No buses where needed
○ Other: __________________
IV. WORK/FINANCIAL
○ Looking for work
○ Work hours conflict with class
○ Work schedule changes
frequently
○ Must go out of town for work
○ Other: __________________
V. ACADEMIC
○ Unable to read
○ Unable to write
○ No experience with success in
school/fear of failure
○ Learning disability
○ Parents and/or other family
members did not finish school
○ Other: ___________________
VI. PROGRAM PERCEPTIONS/
LOGISTICS
○ Lack of choices for class days
and times
○ Inconvenient location
○ Too many hours expected
○ Too many rules to follow
○ Other: ___________________
Adapted from Cabell County ABE Program
WV ABE Instructor Handbook, Section 3, 2008-09
47