Screening for Adults with Learning Disabilities: The Role of the Practitioner in the Process.

Autor/in	Riviere, Adrienne
Institution	Academy for Educational Development, Washington, DC. National Adult Literacy and Learning Disabilities Center.
Titel	Screening for Adults with Learning Disabilities: The Role of the Practitioner in the Process.
Quelle	(1998), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Adult Basic Education; Adult Education; Adult Educators; Adult Students; Data Collection; Definitions; Disability Identification; Evaluation Methods; Guidelines; Informal Assessment; Learning Disabilities; Literacy Education; Screening Tests; Special Needs Students; Student Characteristics; Student Evaluation; Teacher Role; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult basic education; Adult training; Adult education teacher; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Data capture; Datensammlung; Begriffsbestimmung; Richtlinien; Learning handicap; Lernbehinderung; Screening-Verfahren; Sonderpädagogischer Förderbedarf; Schulnote; Studentische Bewertung; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Adult education practitioners need informal measures for determining whether particular learners may have a learning disability. The process of identifying individuals with possible learning disabilities begins with a simple screening. Screening does not happen just once; it is an ongoing process that serves as the practitioner's guide, at different stages of the learner's development, for adaptation of teaching materials and teaching approaches, and for possible referral for formal assessment by a qualified professional. Practitioners should be alert for the following types of learners: learners whose academic performance contains unexpected gaps; learners who display signs of poor vision or hearing; learners having academic performance problems in the areas of reading, expressive language, and/or math; and learners whose behaviors/psychological manifestations are interfering with the learning process. The following behaviors may indicate a possible learning disability if they are observed over a considerable period of time: problems concentrating; poor organization of the physical environment and time; variable or unpredictable behavior; and difficulty functioning in various social situations. The following are among other methods of gathering information: recording individuals' learning characteristics and behaviors on an observation checklist; reviewing individuals' school, medical, and employment records; conducing screening interviews; administering screening questionnaires; and encouraging self-reporting. (MN)
Anmerkungen	ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; TTY/TDD: 800-437-0833 (Toll Free); e-mail: edpubs@inet.ed.gov; Web site: http://www.ed.gov/pubs/edpubs.html.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01