Adults with Learning Disabilities

This guide is intended to help the literacy practitioner in the identification of adults with learning disabilities. These adults have worked diligently for a year or more to improve comprehension skills, writing and spelling, or work skills, yet, have made little progress. The role of screening as only the first step in a process involving a formal assessment by a qualified professional, is stressed. First, a set of questions to be answered by the literacy practitioner as he/she observes the individual is provided. Next are lists of typical characteristics of individuals with vision/hearing and/or auditory/visual processing problems. Following this is a list of typical problems in three areas of academic performance: reading, expressive language, and mathematics. A list of behavior patterns and psychological manifestations indicating the possibility of a learning disability is also provided. Finally, other means of information gathering such as revii is of records, a screening interview, a screening questionnaire, and a screening tool are suggested. (DB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.S DEPARTMENT Of EDUCATION OHKel ol Educm.onsi Resmith and froprovfmnent EC:WC IONAL RESOURCES INFORMATION CENTER (ERIC) Th.s 00CurnlInl has bOan reprOduCKI SR .e.ce,,ed Irons the Nifson Ot typantzabon lionaltg 0 Woo, Coancms nave been made to npfovoi ,aboodochOn Clulhty Rooms of vim., or Opont01111111lhithn !hit 00Cu. mini do f01 neCeSairtly roprmot official OERI position or pobcy Screening for Adults with Learning Disabilities: The Role of the Practitioner in the Assessment Process. 2 PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY a. 12010i s r0 THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)