Effective Instruction For All Adult Education Students Including Those With Special Learning Needs...

Effective Instruction For

All Adult Education StudentsIncluding Those With

Special Learning Needs

Neil Sturomski, M.S. Consultant

Sturomski & Associates

Nancie Payne, Ph.D. Consultant

Payne & Associates, Inc.

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Effective Instruction For All Adult Education Students Including Those With Special Learning Needs

About the Developers:Nancie Payne, Ph.D., President/CEO of Payne & Associates, Inc. and the Northwest Center for the Advancement of Learning is internationally recognized for more than thirty of years of work in secondary/postsecondary education and workplace-based services for individuals with disabilities. She has provided professional development and consultation throughout the United States and Canada, has developed and implemented the Payne Learning Needs Inventory and other learning-based tools, and facilitated long-term, system-wide change of service delivery models. Her mission is to maximize the human potential of individuals who have less than adequate resources and promote productive environments. She is very active at national, state and local levels; she is currently a board member of the Learning Disabilities Association of America, the Washington State Learning Disabilities Association, the Washington State Business Leadership Network, and the Pacific Mountain Workforce Development Council.

About the Developers:


Neil Sturomski, MS., is the former Director of the National Adult Literacy and Learning Disabilities Center. With more than thirty-five years of experience related to individuals with disabilities and other special learning needs, he has worked in a variety of capacities including direct service, diagnostics, administration, curriculum design, research, information management, data collection, evaluation, and graduate-level teaching. In 1996 Mr. Sturomski formed Sturomski & Associates, a consulting firm whose primary mission is to help adult educators, literacy practitioners, employers, and job training program instructors better meet the needs of adults at-risk and those with disabilities. He recently wrote two professional development books one on reading and the reading process and the other on the use of advance organizers in adult education. He continues to train and consult with various states and organizations.


What is it?

This online pre-course training and five (5) face-to-face training courses will address:

The needs of adult learners;

Recognizing special learning needs; and

Utilizing instructional practices as well as accommodations.


Consists of . . .• An online course that provides information,• background, and context about Adult Education• students, including those with special learning

needs• Course 1 (1 day): Introduction to Special Learning

Needs and Effective Tools• Course 2 (1 day): Diagnostic-Prescriptive Teaching• Course 3 (1 day): Informed and Explicit Instruction• Course 4 (1 day): Strategy Instruction• Course 5 (1 day): Accommodations/Culminating • Activity/Celebration of Completion


Appetizer: Online Course, Introduction to Special Needs (3 hours)

Learn the definitions of Learning Disabilities and Special Learning Needs along with the laws that govern them. This course will be a mandatory introduction to Effective Instruction for All Adult Education Students Including Those with Special Learning Needs training course.

Consists of:


Course 1: Effective Tools (One day Face-to-Face)

Learn about the Learning Disabilities Accommodations Model, the Learning Circle, how to use the Payne Learning Needs Inventory (PLNI), and the English Language Learner Questionnaire.

Course 2: Interviewing Processes (One day Face-to-Face)

Learn about Accommodations, Educational Adjustments, Accommodated Learning and how to use the Accommodations Manual and Effective Teaching Strategies through the use of a lesson organizer.


Course 3: Assessment Standards and Methods (One day Face-to-Face)

Learn how to conduct Brief Interviews, implement Instructional Practices/Approaches based on the needs of the students and review of goal setting activities.

Course 4: Effective Instructional Techniques (One day Face-to-Face)

Learn how to implement Effective Instruction Strategies for Reading, Writing and Math.


Course 5: ADAAA/GEDTS Accommodations and Celebration!!

Learn about the specific ®GEDTS Accommodations and how to help a student successfully navigate that process.

Dessert: Special Learning Needs Resource Specialist Certificate!!





Who benefitsfrom the Special Learning Needs Training?

ABE/ASEAdult

Literacy

ESL & EL/Civics

Special Learning

Needs Training Workforce/Remediation

FamilyLiteracy

Transitions

Let’s talk about learning, literacy,

and learning disabilities . . .

What distinguishes adults from children

in their learning?

Adults . . .

● Are self-directed

● Have (rich) experience base

● Need to address real-life problems

● Need to apply learning immediately.

What variables may influence an individual’s

ability to learn?

• Linguistic background

• Educational opportunities

• Background experiences

• Socioeconomic status

• Interference of study habits from previous education

• Cultural differences

• Values

• Intellectual capacity

• Health

What is literacy?

What is literacy?

Copyright© 2011 Texas Education Agency

Defining LiteracyIn History: Being able to sign one’s name

Military, Since World War I: Completion of the 8th grade

UNESCO, 1951: A person who is literate can, with understanding, both read and write a short, simple statement, on his/her everyday life.

U.S. Census Bureau, 1979: A person who has completed six or more years of schooling

National Assessment of Education Progress (NAEP), 1986:

Using printed and written information to function in society to achieve one’s goals and to develop one’s knowledge and potential.


Varying estimates:Number of adults with learning disabilities . . .


Estimated percentage of adults in

(Estimated number of adults in) total U.S. population:

(Estimated percentage of adults in) literacy and adult basic education:

(Estimated percentage of adults in) Workforce Investment Act programs:

(Estimated percentage of adults in) TANF (spell out) programs:

(Estimated percentage of adults in) correctional programs:


Definitions of Learning Disabilities


The 1977 U.S. Office of Education

The term “specific learning disability” means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, speak, read, write, spell, or to do mathematical calculations. The term includes such conditions as perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include children who have learning disabilities which are primarily the result of visual, hearing, or motor handicaps, or mental retardation, or emotional disturbance, or of environmental, cultural, or economic disadvantage.

(United States Office of Education. (1977). Definition and criteria for defining students as learning disabled. Federal Register, 42:250, p. 65083. Washington, DC: U.S. Government Printing Office.)


The National Joint Committee on Learning Disabilities

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 with 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, or serious emotional disturbance) or with extrinsic influences (such as cultural differences, insufficient or inappropriate instruction), they are not the result of those conditions or influences. National Joint Committee on Learning Disabilities. (1988). Learning disabilities: Collective perspectives on issues affecting learning disabilities: Position papers and statements. Austin, TX: PRO-ED.) Issues on definition.


The Learning Disabilities Association of America

Specific learning disabilities is a chronic condition of presumed neurological origin which selectively interferes with the development, integration, and/or demonstration of verbal and/or nonverbal abilities. Specific learning disabilities exists as a distinct handicapping condition and varies in its manifestations and in degree of severity. Throughout life, the condition can affect self-esteem, education, vocation, socialization, and/or daily living activities.

(Association for Children with Learning Disabilities. (1986). ACLD Description: Specific Learning Disabilities. ACLD Newbriefs, Sept./Oct.(166), 15. Note: The Association for Children with Learning Disabilities is now the Learning Disabilities Association of America.)


• Place lead in for next three slides here


Learning Profile: An Individual Without Learning Disabilities

Level Science Math Arts Social Skills

Reading Spelling Industrial Arts

English

Above Average

Average

Below Average

Learning Profile: Individual Without Learning Disabilities


Learning Profile: An Individual Without Learning Disabilities



English

Above Average

Average

Below Average

Learning Profile: Individual With Learning Disabilities


Average

Below Average



English

Above Average

Average

Below Average

Learning Profile: Individual With Learning Disabilities



English

Above Average

Average

Below Average Learning Profile: Individual Without Learning Disabilities


What is a Learning Disability?

We will look at …

What is NOT a Learning Disability

And

What Is a Learning Disability


A Learning Disability is NOT:

• Mental Retardation

• A homogenous

group of disorders

• The result of:– Poor academic

background– Emotional disturbance– Lack of motivation– Socio-economic

deprivation– Visual-hearing acuity– Lack of second

language proficiency– Physical disability


A Learning Disability Is:

• Inconsistent

• Permanent

• A pattern of uneven

abilities

• Average or above average intelligence

• A processing problem intrinsic to the individual

• Manifested in how the individual processes information.


Specific Learning Disabilities

• Perceptual Disorders

• Language Disorders– Spoken Language

• Receptive Aphasia• Expressive Aphasia

– Dyslexia– Dysgraphia– Dyscalculia

• Memory Disorders

• Motor Disorders

• Disorders of Cognition

• Nonverbal Disorders– Social Perception– Body Orientation– Directionality


Learning Disabilities

Glossary of Terms

LINK: xxxxxxxxxxxxxxxxxxxxxxx


Comprehension Check One

• Question 1:

• Question 2:

• Question 3:



Principles of Adult Learning

The principles of adult learning play a key role in successfully working with all adults, especially those with learning disabilities.

These principles are:• Learning is lifelong• Adults need to be self-directing• Adult learning is directly related to their

motivation to change• Learning is problem-centered rather than

content-centered


Learning is Successful When the Student:

• Correctly retains information• Needs only intermittent reinforcement• Needs decreasing instructor assistance, and can proficiently use the information in daily life

Successful learning creates

independence!


Characteristics of Adults with Learning Disabilities

Slide should have clip art pop up as per instructions below.

Link should pop up as per instructions below


Characteristic Cartoon - Example


Characteristic Cartoon


Characteristic Cartoon


Mandatory and Preferred Learners

Visual Tactile

Auditory Kinesthetic

VisualTactile -

Auditory

Kinesthetic


• ADHD Simulation of Nursery Rhymes


Attention Deficit/Hyperactivity Disorder: AD/HD

What is AD/HD?


Medical Diagnosis: AD/HD—With or Without the “HD”

Differences between

Attention Disorder and

Attention Deficit Disorder or

Attention Disorder/Hyperactivity Disorder


Attention Deficit/Hyperactivity Disorder

• Is neurologically based• Is a nervous system

disorder• Indicates a chemical

imbalance• Usually occurs at

pre-adolescent maturation

• Must be present in two or more settings

• Requires clear evidence of impairment

• Is not the result of other disorders/ conditions

• Can be genetic• Is NOT a Learning

Disability!


ADHD Symptoms• ADHD Disorders Impact:

– Attention span, focus of attention, distractibility, impulsivity

• HD by Itself:– Affects Physical – Affects Mental– Affects Verbal


AD/HD . . . Occurs in 5-10% of the general

population (Latham/Latham, 1994)

Occurs in school age children, and

about 50% of these children appear

to outgrow the disorder Appears concomitantly with Learning

Disabilities in 70% of individuals

diagnosed with AD/HD


Comprehension Check Two: AD/HD

• Question 1:

• Question 2:

• Question 3:



Accommodations and Adaptive Strategies—

Definitions and Requirements by Law

• What is an “Accommodation”?• Section 504 of the Rehabilitation

Act of 1973, and• Americans with Disabilities Act

(ADA)


Accommodations and Adaptive Strategies—Requirements by Law

• Section 504 of the Rehabilitation Act of 1973: Requires the use of Accommodations for anti-discrimination purposes in the educational setting

• Americans with Disabilities Act (ADA): Ensures that a qualified person with a disability has equal opportunity to perform a job through modifications to the environment


“Accommodation” versus “accommodation”

“Accommodation,” with a capital “A,” indicates a modification, technique, or intervention provided to a student to enhance his/her learning to compensate for the Learning Disability—and it is required by law The term, “accommodation,” written with a lower case “a,” indicates a modification, technique, or intervention provided to a student to enhance his/her learning to compensate for the Learning Disability—and is NOT required by law


What is a reasonable “Accommodation”?

A reasonable “Accommodation” (or “accommodation”) does not compromise the fiscal stability of, for example, and educational program, and it does not conflict with the mission statement and purpose of the program’s organization.


Accommodations and Interventions;Modifications and Adjustments

“The use and further development, where possible, of alternate strengths and intact

channels in order to compensate for the impaired channel or channels without compromising

standards or creating safety hazards.”


Accommodations . . .

• Provide ways in which an individual can be assisted to maximize his or her potential

• Provide alternative ways to learn

• Level the playing field

• Allow an individual with a Learning Disability to perform the essential functions of a job or task like anyone else who can do the job or task with or without an accommodation

• Assist an individual to perform a task by circumventing what does not work

• DO NOT perform the task itself


Accommodated Learning

Accommodated Learning means that accommodations and their uses need to be discussed and taught. If a person is granted

an accommodation of using an audiotape recorder to take the GED test, for example,

one cannot assume that the individual knows how to use a tape recorder and does need

initial help and practice in using it.


Accommodated Learning . . .• Puts emphasis on

discovering ways of coping with and circumventing functional limitations

• Puts less emphasis on remediating the Learning Disability

• Works along with other approaches to assist an individual with learning

• Bypasses the Learning Disability by getting information to individual by using an assistive device

• Requires instruction on how to use the assistive device

• Provides awareness about how an accommodation is useful and important to the learner

• Involves instruction on how accommodations can support learners and allow them to do things they could not do before

• Involves instruction on how to request the accommodations in other life situations


“Learning Disabilities-AD/HD Instructional Accommodations” Manual

In Course 1 Special Learning Needs face-to-face training session, you will be

provided with an accommodations manual that will include . . .


“Learning Disabilities-AD/HD Instructional Accommodations” Manual

• Identifies student weaknesses

• Identifies student strengths

• Selects the Manual Section that relates to the student weakness

• Reviews items in a section for those that use the strengths in the application (???)

• Identifies any Manual Sections directly related to strengths and other needs– Tactile/Kinesthetic– Attention– Organization– Social Skills– Etc.

• Supports monitoring and adjusting as needed


Comprehension Check Three:“Accommodations and Adaptive

Strategies”--Definitions

• Question 1:

• Question 2:

• Question 3:



Where do we start? Assessing Individuals’ Learning Needs

Definition of Assessment: “The gathering of relevant information used to help adults make decisions for living fuller lives.”


First Stage of an Evaluation:Screening

Screening methods use abbreviated, informal methods to determine if an individual is “at risk” for a learning disability. Some examples of screening are:

• Interviews• Medical, school, or employment history reviews• Written answers to questions• A short test

A screening is NOT a thorough assessment although a qualified professional may refer to screening results to plan for administration of diagnostic tests.


An Evaluative Screening: The Payne Learning Needs Inventory (PLNI)

• Allows instructors to select applicable instructional strategies for the classroom

• Assists in identifying methods and techniques to teach the student in a more productive and meaningful way, and

• Helps in identification of resources and referrals which can benefit students


What is a Diagnosis?

A diagnosis is a statement describing the specific type of learning disability that an individual may have, based on an interpretation of the information gathered during the evaluation stage of diagnostic testing conducted by a licensed diagnostician.

It is useful if it explains the individual’s strength and weaknesses and determines eligibility for resources and services.


Results of Diagnosis: Recommendations

• Should provide direction in employment, education, and daily living• Should suggest specific and effective Instructional Strategies to compensate for and circumvent some of the effects of the disability• Identify specific strengths• Identify areas of development• Suggest possible Accommodations/accommodations for successful learning


Assessments: Qualified Professionals

• Are trained to conduct diagnostic evaluations• Are licensed to select, administer, and interpret neurological, psychological, educational, and vocational assessment instruments• Actively involve adults in the assessment process• Assess adults in manners appropriate to their ages, experience, and career objectives• Provide new information to adults for future planning and success


Recognizing possible Learning Difficulties and Learning Disabilities

During the course of the Special Learning Needs training, you will be provided with a list of assessment components targeting possible Learning Difficulties and Learning Disabilities. Here, you will become familiar with three examples of Learning Difficulties/Disabilities experienced by individuals:

- Visual Dyslexia

- Auditory Dyslexia

- Dysgraphia


Visual Dyslexia . . . Is caused by ‘short circuit’ responses within the brain as the language centers of the left cerebral cortex scrambles what the individual sees

Is characterized by turning letters, numbers, words, and syllables backwards, or a “mirror image” of the text

Causes difficulty writing information in correct sequence


Example of Primary Dyslexia (Writing):

HERE: Sample of writing from Page 61 of Participant’s (?) Manual

Example of Secondary Dyslexia (writing):HERE: Sample of writing from Page 60 of Participant’s (?) Manual

Visual Dyslexia


Auditory Dyslexia Is the most difficult form of Dyslexia to change The synapse pathways within the left cerebral cortex that ordinarily give meaning to what one hears do not process speech patterns accurately The phonemes (individual sounds in words) do not register as the student listens Chunks of the message may be missing; similar words become mixed together The development of spelling is blocked because the listener is “tone deaf.”


Auditory Dyslexia

Here is a sample of writing from dictation, Page 62, Participant’s Manual (???—is this correct??)


Dysgraphia• Is marked by the awkward control of the pencil in writing• Is characterized by writing pencil strokes in a clockwise and bottom-to-top motion; to write correctly, the pencil must make circular strokes counterclockwise, and up-and-down strokes should be made from top to bottom• Often results in hand cramps for the writer• Causes written work that is often difficult to decipher, and looks messy and cluttered


Some Examples of Dysgraphia

Please put some examples of Dysgraphia here—from Page 63 (??) of the Participant’s Manual.


Comprehension Check Four: Assessing Individuals’ Special Learning Needs

• Question 1:

• Question 2:

• Question 3:



Learning more about ourselves and the way we learn.

Learning Styles


What is your Learning Style?


This instrument can assist classroom instructors and support personnel in determining a student’s preferred learning style.

Instrument is divided into 3 main areas:Information gatheringWork ConditionsExpressive Preference

The C.I.T.E. Learning Styles Instrument


C.I.T.E. Learning Styles Inventory

• Place link to the C.I.T.E. form that can be filled out by participants.

• If possible….allow an option to print.


C.I.T.E. Nine Style Areas

• Auditory Language– This is the student who learns from hearing words

spoken.• Visual Language

– This is a student who learns well from seeing words in books, on the chalkboard, charts or workbooks.

• Auditory Numerical– This student learns from hearing numbers and oral

explanations.



• Visual NumericalThis student must see numbers – on the board, in a book, or on a paper – in order to work with them.

• Auditory-Visual-Kinesthetic CombinationThe A-V-K student learns best by experience – doing, self-involvement.

• Individual LearnerThis student gets more work done alone.


• Group Learner– This student prefers to study with at least one

other student and will not get much done alone.• Oral Expressive

– This student prefers to tell what he or she know.• Written Expressive

– This learner can write fluent essays and good answers on tests to show what he or she knows.



Teaching Styles• Now let’s reflect:

–What is your learning style?–What is your teaching style?

90% of what they SAY as they PERFORM a task

Copyright© 2011 Texas Education AgencyCone of Experience

People Generally Remember: Learner Activity:

Verbal Receiving

Visual Receiving

Hearing, Saying,Seeing, Doing!

10% of what they READ

20% of what they HEAR

30% of what they SEE

70% of what theySAY and WRITE

Role-play a SituationDo a Workshop Exercise

Watch Demonstration

View Exhibit

Watch Moving Pictures

Watch Still Pictures

Hear Words

Read

50% of what theySEE and HEAR

Simulate a Real Experience

Go Through the Real Experience


Special Learning Needs Resource Specialist

Where do I go from here?



• By participating in and completing the face-to-face training courses:– You will be able to build a foundation of understanding

about the needs of adult learners you work with, including those with special learning needs

– You will be able to identify and use effective instructional practices with all adult learners as well as applying accommodations so adult learners with special learning needs can maximize their potential and reach their goals


Special Learning Needs Resource Specialist Criteria

• Your responsibilities for participating in this training:– You must successfully complete the online training,

and bring your certificate of completion to Course 1– You must commit to attending, participating fully in,

and completing the five face-to-face training courses– You must be willing to complete all homework

assignments for each course



– You must possess the ability to work collaboratively with colleagues within your program

– You must be active classroom teachers, have some experience teaching adults, and be a teacher of record in TEAMS OR

– Be an adult educator such as Instructional Coordinator or Director who will be able to team with a teacher during the training to complete the homework assigned with students who have been struggling in the classroom



– You must be willing to administer screenings/inventories and to serve as a resource for administrators and instructors in your local program

– You must possess a minimum of a Bachelor’s Degree



Participants completing all homework and attending

all courses will receive a certified as a Special Learning Needs Resource Specialist

Special Note:*This Institute represents basic specialist training and

will not prepare participants to be trainers or diagnosticians



See you in Course 1

Enjoy the Training!









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