ࡱ> ` ?bjbj =t7&&&:>*>*>*8v*|*T:R+L++++u-X.l9/8'))))))$8hM&c1S-"u-c1c1M++b333c1v8+&+'3c1'33&g+F+ e >*1vCN˙\x0NO2<NgN&gdq/L/63/,0Dq/q/q/MM3^q/q/q/c1c1c1c1:::>*:::>*:::  Screening Adults At Risk for Learning Disabilities The Delta Screener: Guidelines Pilot Version: January to May 2006 Table of Contents  TOC \o "2-2" \t "Heading 1,1,Heading 4,3" Foreword.  PAGEREF _Toc17272810 \h 3 Screening Adult Students At Risk For Learning Disabilities  PAGEREF _Toc17272811 \h 4 Administration Guidelines.  PAGEREF _Toc17272812 \h 5 LD Indicators and Alternative Indicators. 7 Language and Developmental History 7 Previous Academic History... 7 Family History.. 8 Health and Medical History... 9 Employment History... 9 Current Academic Status and Learning Challenges... 10 Current Strengths and Coping Strategies..... 10 Interpreting the Delta's LD Indicators and Alternative Indicators. . 11 Foreword This document was developed by the Learning Disability Special Interest Group of the College Committee on Disability Issues (CCDI) under the direction of Pamela Morel at Cambrian College and Marian Mainland at Conestoga College, in partnership with the Northern Ontario Assessment and Resource Centre (NOARC) as a screening tool for adults at risk for learning disabilities. It was developed for use by a variety of post-secondary practitioners, including counsellors, disability advisors, learning disability specialists, as well as professionals working with adults experiencing learning problems. Items in the screening questionnaire are based on the expertise of many professionals working in the post-secondary system. Some information was adapted from screening questionnaires developed by The Learning Disability Association of Canada, Carol Herriot at the University of Guelph, and the University of Minnesota. Special thanks to all those individuals who participated in the development and piloting of this screening tool. This document may be photocopied as required for use by qualified practitioners working with adults experiencing learning problems. Screening Adult Students At Risk For Learning Disabilities The purpose of the Delta Screener is to identify adults who may have learning disabilities and to investigate their need for support strategies and accommodations. The Delta Screener is designed to be comprehensive so that it can be used as an intake and/or referral questionnaire. The Delta Screener covers the following topics: Language and Developmental History, Previous Academic History (Elementary, Secondary, Post-Secondary), Family History, Health and Medical History, Employment History, Current Academic Status, Current Learning Challenges, Current Strengths and Coping Strategies. The information gathered by the Delta Screener will assist the interviewer in making decisions about appropriate referrals and support strategies. If there is evidence that suggests a possible learning disability, the adult will need to be referred for a diagnostic assessment. A definitive diagnosis would require a more extensive assessment by a qualified practitioner. Administration Guidelines When should the Delta Screener be used? When first meeting a student as a means to explore their past and current learning challenges. For example, to be used as part of an initial intake. To investigate whether a student requires specific disability related accommodations and services. For example, to be used when a student has minimal or no disability related documentation and you wish to establish a history of support in order to provide interim support services. To determine whether the student is likely to have a learning disability and requires further assessment. For example, to help determine the appropriateness of assessment referrals. To explore learning issues to guide the provision of support services such as learning strategies and assistive technology training. For example, to clarify current learning challenges and coping strategies for students with outdated documentation. How can the Delta Screener be used? The Delta Screener is composed of four main sections which can be administered individually to allow for greater flexibility in administration. The four sections are Questionnaire, Interview, History and Current: Questionnaire: This section contains 66 questions which require only Yes/No and brief written responses. The minimal writing requirement means that part or all of this section may be completed independently by some students. Screen reader options allow for greater accessibility. Students who may be overwhelmed by the length of the questionnaire may require one-on-one administration. Students should be encouraged to consult with their families whenever they are uncertain of historical information. Questionnaire items do not require elaboration; this should be conducted during the interview portion of the Delta. Interview: This section contains lettered items (A to Z) which should be administered as part of an interview process rather than the student working on their own, as the interview format provides an opportunity for a more complete investigation of areas of concern. Interview questions follow each of the Questionnaire topics. Questionnaire items should be reviewed, explored as necessary and any relevant details recorded in the interview section. History: This section looks at previous factors which may be related to current learning difficulties. Topics include: Language and Developmental History, Previous Academic History (Elementary, Secondary, and Post-Secondary), Family History, Health and Medical History, Employment History. Current: This section looks at current learning issues to assist in the development of referral questions to be addressed by further assessment and needed support services. Topics include: Current Academic Status, Current Learning Challenges, Current Strengths and Coping Strategies. In situations where students have documentation outlining historical information, this final section of the Delta would be sufficient to clarify current issues. How is the Delta administered? When administering the Delta: explain to the student that the historical information from the Delta will help you to understand their needs; make sure that the student knows the results are confidential and that the privacy of the information will be respected; explain to the student that you will have to take notes during the interview; make sure the student understands the questions; provide ample time for responses; when completing the interview sections encourage the student to add comments or explanations to any of his/her answers and use tell me more statements as needed; order of completion of the Delta sub-sections can be altered to suit student comfort level. For example, you can choose to start with current learning issues. LD Indicators and Alternative Indicators The following are factors to consider when reviewing the data from the Delta to see if there are indicators of a possible learning disability. Language and Developmental History LD Indicators A history of premature birth, low birth weight, or respiratory distress; Any history of difficulty in developing early language skills; Any history of difficulty with the development of fine or gross motor skills; English as a Second Language (ESL) students who had trouble learning to talk, read or write in their first language. Alternative Indicators When English is not the adult's first language, he/she may experience difficulties in speaking, reading and writing English for many years while they are in the process of developing appropriate level language skills. This is an ESL issue and not a learning disability. Previous Academic History (Elementary, Secondary, Post-Secondary) LD Indicators Academic history shows grade and/or course failure(s); History of receiving special assistance in earlier school years, especially in reading, writing, spelling and/or math; Previous diagnosis of a learning disability (may have been termed dyslexia, a perceptual handicap, minimal brain dysfunction, language disorder, etc.); Previous identification as "slow learners" or "delayed learners especially for adults who appear to have achieved significant accomplishments; Left school because of frustration and low achievement; Avoidance or low marks in language based subjects because of the reading/writing emphasis but success in mechanical and/or activity-based subjects such as shops, physical education and art; Reports of good study efforts but continuing low achievement; Increased academic frustration at the post-secondary level following the loss of extensive home support; A pattern of learning strengths and weaknesses evidenced in uneven performance and school grades. Alternative Indicators No history of difficulties prior to entering post-secondary learning environment; Poor basic skills along with a history of attending a number of different schools, or gaps in education due to poor attendance, suggesting inadequate learning opportunities; Reported lack of interest and effort during schooling, resulting in poor achievement; A wide variety of academic problems reported, with few areas of strength. Family History LD Indicators A family history of Attention Deficit Hyperactivity Disorder (ADHD), mental health problems, learning disability, or intellectual disability; Adult students reporting that their children have been identified by the school system as requiring additional support services. Alternative Indicators Family related difficulties may have interfered with the younger childs availability for learning. Health and Medical History LD Indicators Vision corrected, but problems with letters and words appearing out of sequence or reversed; Good hearing, accompanied by difficulty understanding questions, discriminating similar sounding words or saying words correctly; History of chronic ear infections; Head injuries resulting in loss of consciousness. Alternative Indicators Physical limitations, side effects related to taking medication, and/or health conditions that may have affected the student's learning; Hearing difficulties creating problems in situations requiring listening skills; Poor vision resulting in eye strain when reading or copying notes from a distance; Significant abuse of drugs or alcohol during academic study periods, which interfered with availability for learning; Ongoing problems with anxiety or depression. Employment History LD Indicators Learning problems perceived to have interfered with gaining preferred jobs; Job selection based on avoidance of extensive reading and writing skills; Reported difficulties with maintaining employment or with job advancement; Despite academic skills difficulties, performs well in jobs that require age appropriate thinking and reasoning abilities. Alternative Indicators History of job related difficulties due to accidents, illness, moving, lack of motivation, etc. Current Academic Status and Learning Challenges LD Indicators A reduced course load (<70%); Academic difficulties as documented in failed or dropped courses in current program; Reported problems with current academic demands (note taking, etc.); Current problems with more than one specific academic skill (spelling, etc.). Alternative Indicators No record of current academic difficulties, as evidenced in grade record and/or successfully maintaining a full course load; Transition to post-secondary difficulties evident (immaturity, inappropriate program choice, minimal study habits, etc.). Current Strengths and Coping Strategies LD Indicators Reported strengths in non-academic areas such as playing music, participating in sports, or working with their hands, etc., for adult students with a history of problems developing academic skills; Reported strengths for most activities of daily living, especially when the adult student has a history of academic difficulties; Problems with daily living which are specifically related to reported weaker academic skills (ex. math skills and money management both weak); Adult student spending many hours on course work but continuing to experience difficulties; Managing academic demands only through intensive study habits and the use of a variety of learning strategies. Alternative Indicators The absence of any significant strengths may suggest the presence of low intellectual functioning rather than a specific learning disability; Adult students with low intellectual functioning will more frequently have difficulty with activities of daily living. Interpreting the Delta 's Risk for LD Indicators and Alternative Indicators How are the LD Indicators Interpreted? The LD Indicators are useful in determining whether or not to refer an adult student for further assessment. Generally speaking, the more LD indicators that are present, the more likely the adult student has a learning disability. Adult students with learning disabilities are characterized by the following features: reported problems from a very young age; history of receiving special help in school; previous diagnosis of a learning disability; significant impact of learning difficulties (ex. failed courses/grades, extra years in high school); family history of learning difficulties; uneven pattern of both strengths and difficulties; a pattern of discrepancies between expected outcomes and actual achievements. For example: appear to be "average" in ability, yet report school failures speak well but report reading difficulties and/or problems putting thoughts into written form appear to be capable but report difficulty in organization and/or memory have good communication skills but report having difficulty in math have performed well within employment settings despite earlier academic difficulties How are the Alternative Indicators Interpreted? The likelihood of a diagnosis of a learning disability decreases as the number of Alternative Indicators increase. Generally speaking, Alternative Indicators suggest that there are other explanations for the occurrence of any learning difficulties.      PAGE 11 ( 5JPR]^`b˵p`M=+"hw:@B*CJ,OJQJphhw:B*CJ,OJQJph$hw5CJOJQJ\aJmH sH hwB*OJQJmH phsH *h\E5B*CJ OJQJaJ mH phsH 0h\Ehw5B*CJ`OJQJaJ`mH phsH *h\E5B*CJ`OJQJaJ`mH phsH *hw5B*CJ OJQJaJ mH phsH hwmH sH hw5:@CJHKH$hw5:;CJ(aJ(hwjhwCJUmHnHu5JKLMNOPQR^_`ab q gd&dP^^+$d N ^d^??? 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