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W a s h i n g t o n S t a t e L e a r n i n g D i s a b i l i t i e s P r o j e c t F o r A d u l t B a s i c E d u c a t i o n

TABLE OF CONTENTS

INTRODUCTION................................................................................................................................2

UNIVERAL DESIGN FOR INSTRUCTION................................................................................................................................4

PURPOSE OF THIS GUIDEBOOK................................................................................................................................6

REQUIREMENTS TO IMPLEMENT THE MODEL................................................................................................................................7

Staff Training................................................................................................................................7 Release of Information................................................................................................................................9 Screening Instruments................................................................................................................................10 Resource Lists................................................................................................................................10

PROCEDURES................................................................................................................................11

Flagging................................................................................................................................12 Screening................................................................................................................................12 Interventions................................................................................................................................15

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Learning Disabilities Testing................................................................................................................................16 Follow up................................................................................................................................18

GED TEST ACCOMMODATIONS APPLICATION PROCESS................................................................................................................................21

ATTACHMENTS................................................................................................................................23

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INTRODUCTION

Washington’s Learning Disabilities System Initiative has its roots in the hearts of teachers, administrators, and students working together over the past ten years to address the needs of adult basic education students with learning disabilities. The question that began as “What is a learning disability?” changed throughout the course of this project’s history. “How do we help ABE students with learning disabilities—particularly those students who need documentation to get GED accommodations?” “What are good screening tools, strategies and interventions to use with at-risk students?” And last, but most likely not the final question is “How do we help teachers provide instruction in ways that benefit all students—particularly those at risk?”

In 1997-98 the Office of Adult Literacy of the State Board for Community and Technical Colleges sponsored an intensive statewide training effort for ABE teachers and Disabled Student Services Counselors on learning disabilities. ABE teachers throughout the system received intensive training in order to improve instruction to the learning disabled in their classrooms. In 1999 the state decided to fund the Pierce County Coalition to develop two LD specialists in order to provide testing needed for documentation of learning disabilities. Out of these two efforts the 2001 Washington State Learning Disabilities Quality Initiative was born. Using a change model called AIDDE, the LD Quality Initiative developed and implemented an intake, screening and referral model. The pieces of an LD system were finally in place—trained teachers, a process for identifying students and referring them for further service, and experts who could test, document and provide assistance to teachers and students. The process of refining, expanding and improving the system was just beginning.

Three regions in Washington pioneered the LD screening and referral model in the first two years—Pierce County Adult Basic Education Consortium, Community Colleges of Spokane, and

LD QUALITY INITIATIVE

Participants

Bates

Bellingham

Big Bend

Centralia

Clover Park

Edmonds

Grays Harbor

Green River

Hopelink

Lower Columbia

Olympic

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Wenatchee Valley College. During this time the number of students applying for and getting GED accommodations doubled in the state. In 2002 Renton Technical College joined the LD Quality Initiative and in 2003-04 the project added 4 new ABE providers: Big Bend, Edmonds, Olympic and South Puget Sound Community Colleges.

Up to this point, the emphasis of the project was on developing an effective screening and referral model that institutions could include in their ABE programs. In 2003 Renton Technical College received $750,000 from the Department of Education to pioneer universal design for instruction in their vocational programs as well as their ABE classes. This new emphasis on universal design for instruction marked a turning point and a new direction for the LD Quality Initiative as well. Additional training workshops were added promoting success and learning for all students.

In addition, the need to build Washington’s capacity to continue developing high quality services for the ABE system’s learning disabled was evident based on the interest and demand from institutions in the ABE system. In 2003-04 the first LD Specialist training—developed by Candyce Rennegarbe—was implemented through Tacoma Community House. The first four graduates were certified through the State Board for Community and Technical Colleges in 2004.

In 2004-05 three more institutions were added to the LD Quality Initiative: Grays Harbor, Lower Columbia, and Centralia, bringing the total participation to 15 institutions.

In 2008-09 five new institutions were added. These included Bellingham, Green River, Hopelink, Peninsula and Skagit Valley College.

LD QUALITY INITIATIVE

Participants

Peninsula

Pierce Ft Steilacoom

Pierce Puyallup

Renton

Skagit Valley

South Puget Sound

Spokane

Tacoma Community College

Tacoma Community House

Wenatchee Valley

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UNIVERSAL DESIGN FOR INSTRUCTIONSuccess for Students with Barriers in Adult Basic Education

Everybody Wins

Adult Basic Education Program sites participating in this project share a common philosophy in approaching learning through a universal design for instruction framework. Instruction is designed which maximizes the learning of all students. The term Universal Design (UD) was first used in the early 1970’s by Ronald Mace, the founder of the Center for UD at North Carolina State University. The Center defined UD as the design of all products and environments to be usable by all people to the greatest extent possible. (Center for UD, 1997; Follette Story, Mueller & Mace, 1998.) For Example, sidewalk curb cuts are necessary for wheelchair use but mothers with strollers also benefit. Close-captioned TV and video help the hearing impaired or the deaf but are used extensively in noisy public areas such as airports.

The Center for Applied Special Technology (CAST) states there are three essential Qualities of UDI. Teachers design a curriculum that provides multiple means of representation (modalities used), multiple means of engagement (student choices), and multiple means of expression (student response to demonstrate mastery of learning).

The philosophy of this approach dictates that teachers offer multiple ways for students to take in information, multiple ways for students to process and practice new learning, and multiple ways for students to demonstrate mastery of learning. ABE teachers are trained in how to design a class where all learners are taught to identify their own strengths, how they learn best, and specific strategies they can benefit from. Teachers highlight critical features of the skills they teach, provide models, provide multiple media formats, and offer choices for assessment. A specific example of universal design for instruction related to assessment would be to ask all students before a test to indicate if they need extra time or a quiet room in which to test; this option isn’t just offered to students with documented

Universal Design for Instruction

A good Universal Design for Learning curriculum provides multiple means of:

Representation—give learners a variety of ways to acquire information and knowledge

Expression—tap into a person’s interest, offer appropriate challenges and motivate students to learn

Engagement—provide learners with alternatives for demonstrating what they know

Center for Applied Special Technology (CAST)

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disabilities.

Carol Gill, Director of the Chicago Institute of Disability Research, says that the remedy for disability-related problems is a change in the interaction between the individual and society . . rather than a cure or normalization of the individual. For further information on Universal Design of Instruction, please see Attachment 26.

Washington’s LD System Initiative has embraced and incorporated the philosophy of Universal Design for instruction into its model. This guidebook includes information and procedures that support learning for all.

Learning Disabilities

Project Training

LD 101Overview of Learning Disabilities for Directors and staff

Universal Design for Learning or UDLTeaching Strategies for instructors

LD Screening and Referral Screening training for points of contact

*LD Specialist Training Certification for individuals who want to be LD Specialists in the community college system.

*sponsored by Tacoma Community House

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PURPOSE OF THIS GUIDEBOOK

The purpose of this Guidebook is to describe the Washington State Learning Disabilities System Initiative for serving students who have learning difficulties that prevent them from attaining their educational goals.

This Guidebook was developed to help Adult Basic Education programs utilize the LD System Initiative model. The process that is described in this Guidebook includes:

Requirements and procedures to implement the model Forms, copies of instruments, and resources used in the

model

The LD System Initiative model is a simple four-step process. ABE programs can easily implement this model if they have staff that are trained and given the time to administer the screens and take the appropriate follow-up actions.

The four steps of the process are:

Flagging Screening Interventions Follow-up

This process can be initiated anywhere along the Adult Basic Education continuum—at intake, orientation, or after a student has participated in instruction.

There are many pages of useful information in this Guidebook, but it was not meant to provide everything a program needs to serve students with learning disabilities. Additional information that can help programs and students learn more about LD is included in the Attachment Section.

FLAGGING

SCREENING

INTERVENTIONS

FOLLOW-UP

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REQUIREMENTS TO IMPLEMENT THE MODEL

What is required to implement the LD System Initiative model?

Staff Training Screening instruments Release of information forms Resource lists

STAFF TRAINING

Staff involved in the LD Project must be trained prior to implementing the model. Training consists of:

Basic overview of Learning Disabilities Proper use of the screening tools used in the model Procedures and resources of the LD System Initiative

model Concepts of Universal Design including teaching

strategies

STAFF TRAINING

SCREENING INSTRUMENTS

RELEASE OF INFORMATION

FORMS

RESOURCE LISTS

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Training

Screening Tools

Basic LD Information

Procedures

Resources

Universal Design


At least one staff person from an institution should participate in all of these training elements. It is also recommended that the ABE Program Director participate as well in order to fully understand what is involved.

Additional staff, such as ABE instructors, counselors, and developmental education faculty are welcome to participate in the training as well.

Common Terminology

AAccommodationsAccommodations is a legal term that is used to cover this wide variety of changes to the learning and teaching environment when accessed by a qualified person with disabilities, meaning a person who has legal disability status.

Achievement TestA test that measures the extent to which a person has acquired certain information or mastered certain skills, usually as a result of planned instruction or training, e.g. Woodcock Johnson Tests of Achievement.

1)ADD or ADHDA term frequently used to describe the academic and behavioral problems of people who have difficulty focusing and maintaining attention. Also called Attention Deficit Hyperactivity Disorders (ADHD).

2)Aptitude TestA test designed to measure a person's ability to learn and the likelihood of success in future schoolwork or in a specific career, e.g. WAIS III.

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RELEASE OF INFORMATION FORMS

All student participation in this project is voluntary. A Release of Information form is required for all students referred to the LD System Initiative. These include:

Consent to Participate (Attachment 9) Authorization for Release of Confidential Information

(Attachment 10)

When a student signs the Consent to Participate form, the student gives screening staff permission to ask confidential questions and conduct the screening process. The student should fully understand with whom the information will or will not be shared. The Consent to Participate form is usually signed prior to administering the first screen.

When a student signs the Authorization for Release of Confidential Information form he/she gives permission to release confidential information held by another institution to the LD System Initiative staff. This information, for example, may include special education records from the student’s high school, diagnostic records held by a student’s WorkFirst case manager, or a medical evaluation about a brain injury.

Samples of both forms are included in the Attachment Section of this Guidebook. Your institutional logo can be added to the forms in the Attachment Section.

Release forms should be kept in the student’s file in a locked cabinet and are good for 1 year. See About Confidentiality, Attachment 21 in the Attachment section.

Common Terminology

Learning Disability EvaluationA formal evaluation process to determine specific learning disabilities using standard testing batteries or procedures. Examples of tests include the Weschsler Adult Intelligence Scale or WAIS III, the Woodcock Johnson Psychoeducational Battery or WJ III.

Initial InterviewA screening tool developed by the Washington QI members to identify external barriers and the potential for learning disabilities among ABE students.

3)

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SCREENING INSTRUMENTS

The LD System Initiative model utilizes the following instruments as a part of the screening process:

The 13 Question Learning Needs Screening Tool or the 13 Question Screen, for short (Attachment 11)

The Initial Interview (Attachment 14)

RESOURCE LISTS

Lists of available resources within and outside the institution should be available to staff responsible for referral to other services that address students’ problems or barriers. Resources can include college services, local doctors who specialize in ADD/ADHD, testing resources, vision and hearing examination opportunities, the Department of Vocational and Rehabilitation contacts, etc. This list will need to be developed region by region in the first year of implementation of this project.

Common Terminology

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 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), they are not the result of those conditions or influences.

1988. Collective perspectives on issues affecting learning disabilities: Position papers and statements.

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PROCEDURES

The four steps of the LD System Initiative model are:

Flagging Screening Interventions Follow-up

a)b) Students and teachers should recognize at least one

person in the ABE program as the one who will carry out most of these steps in order to help students with learning difficulties.

These activities can take place at various times along the instructional continuum.

The LD System Initiative model works most successfully with programs that have institutional support that allows for change and continuous improvement. A staff person designated to conduct the screening process and act as the “point of contact” for LD services in the ABE program needs sufficient time to:

Attend initial and on-going training Conduct the screening process, and Interact with students and teachers

Common Terminology

Screening toolsInstruments that are used by trained staff to decide if an individual should be referred for further evaluation.

Weschsler Adult Intelligence Scale (WAIS III)Used to test intelligence.

Woodcock Johnson Psychoeducational Battery (WJ III)

2 parts – Cognitive and Achievement

A job description for the Point of Contact is included in the Attachments.

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FLAGGING

“Flagging” is defined as looking for indications that a student has special learning difficulties. There are several ways that students are “flagged” for additional interventions.

Self-identification: A student identifies him/herself as being a person with learning disabilities either at intake, to his/her ABE teacher, at registration or any point along the education continuum.

Teacher referral: a teacher notices that a student is not progressing, does not seem to be performing at his/her skill level, or fits the LD profile.

Partner agency or in-house referral: a staff member suspects or has been told by the student that a learning disability may exist and indicates this to the ABE program.

At intake: Result of the 5 Question Tool (Attachment 6) indicates that screening might be warranted.

Programs are asked to use the 5 Question Tool for all students at intake or during orientation. This tool will alert or flag the program about students’ background and experiences that may hinder learning.

Like other flagging indicators, the 5 Question Tool does not automatically require the POC to administer screening. Both POC and instructors can discuss and agree on courses of action regarding the student.

SCREENING

Screening enables program staff to determine next steps for students. Screening is a process, not just a set of instruments. It is a first step and by itself does not detect learning disabilities. Screening is used to help determine interventions.

Once the decision to screen the learner has been made, the

INFORMATION

Some Common Flags

Possible characteristics of individuals with learning disabilities

1. Self-disclosed special education classes,

2. Family history of learning disabilities.

3. Child in special education

4. Medical history of a head injury or seizures.

5. Serious medications

6. Memory problems7. Trouble organizing,

keeping appointments, being on time

8. One academic area out of sync with another – i.e. high reading – low writing, etc.

9. Difficulty paying attention or concentrating

10. Individually diagnosed as ADHD or ADD

11. Often frustrated12. Difficulty holding a

job13. Horrible problems

with spelling and handwriting

ADDITIONAL

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program should refer the student to a screener or point of contact who will follow these general steps with the student:

1. Share observations, information or reasons the student has been referred for further screening. Be positive and supportive at this stage. (2 minutes)

2. Explain the screening process, what’s involved and how it will benefit the student. (2-3 minutes)

3. Obtain the student’s Consent to Participate (Attachment 9). Make sure the student fully understands how the information will be used. (2-5 minutes). If you’ll be requesting school records, have the student sign the Request for Information form (Attachment 10).

4. Administer the 13 Question Screen (Attachment 11). This should be done one-on-one with the student and not simply handed to him or her to fill out. If the results are “positive”, administer the next screen (the Initial Interview) or set up an appointment with the student. (5-8 minutes)

5. Administer the Initial Interview (or II) (Attachment 14).(35-40 minutes)

6. Complete the Student Action Plan (Attachment 15) and go over with the student. (10 min)

7. Complete the II Student Summary Form after you’ve studied the results of the Initial Interview (Attachment 17). (10-15 min to write)

8. Go over the II Student Summary Form the next time you meet with the student. This can be shared with instructors as well.

9. Check back with the student and instructors to see if

INFORMATION

SETTLE IN

EXPLAIN THE PROCESS

GET CONSENT TO PARTICIPATE

ADMINISTER SCREENS

WRITE UP NEXT STEPS

CHECK BACK

ADDITIONAL

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the plan is working. Make adjustments, if necessary.

The process through #6 should take approximately 1 hour. The tools included in the screening process appear in the back of the Guidebook in the Attachments Section.

(b)13 Question Learning Needs Screening Tool

The purpose of the 13 Question Screen is to indicate to staff whether further screening is needed for a student who displays evidence of learning disabilities.

The 13 Question Screen is a validated tool that is easy and fast to administer. A high score indicates that further screening is appropriate. Staff, counselors, intake personnel, caseworkers, teachers or others can be trained to administer the 13 Question Screen.

Initial Interview

The purpose of the Initial Interview is to gather additional information about a learner. The Initial Interview takes approximately 35-40 minutes to administer and should be conducted in privacy. The answers to the questions are used to make recommendations to the student for further interventions and/or LD assessment.

The Student Action Plan follows the Initial Interview and is used to give a student immediate, specific instructions about next steps. Many programs write up this plan and give it to the student immediately following the interview or screen.

The II Student Summary Form follows the Initial Interview and is used to write up conclusions and recommendations to the staff and teachers. This is usually done after the student leaves so that the POC has time to carefully read and reflect on the Initial Interview results. The summary should be shared with the student at the next meeting. The summary should also be shared with instructors in a face to face meeting.

INFORMATION

Advantages of screening

Helpful in determining the need for future testing

Quick to administer, score and interpret

Narrow in purpose Usable without

expensive training or staff

Excerpted from Bridges to Practice

CONSENT FORM

13 QUESTION LEARNING

NEEDS SCREENING

TOOL

INITIAL INTERVIEW

STUDENT ACTION PAGE

SUMMARY PAGE

ADDITIONAL

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INTERVENTIONS

Following the screening process the screener should have sufficient information to determine the next steps for the student. This is the INTERVENTION stage of the LD System Initiative.

Interventions fall into four categories:

Referral to services that remove barriers that impede learning

Requests for records or documentation of learning disabilities

Teaching and learning strategies Referral to further learning disabilities assessment

Referral to services that remove barriers that impede learning should be listed on the Student Action Plan, which is shared with the student. These recommendations should be easy to communicate to the student, and include such things as vision and hearing exams, counseling, DVR services, etc. These interventions should be the first considered and tried.

Request for records or documentation of learning disabilities is an option that can help students get accommodations for the GED if the student was in special education or was previously assessed for learning disabilities. Currently the state of Washington accepts past records as documentation for GED accommodations. However, also be aware that schools often do not keep records for more than 3 years.

Teaching and learning strategies involve the POC, the student and the instructors. If a learning strategy is recommended, the POC or an instructor should always demonstrate and provide an opportunity for the student to practice the strategy. POCs can also work with instructors to recommend specific teaching strategies. There should be a process in place to assess whether the strategies are working.

INFORMATION

Possible Referrals that remove barriers that impede learning.

Vision exams, glassesHearing exams,

hearing aidesCounseling: alcohol,

drug, mental health, domestic violence

DVR servicesMedical needsDSHS: transportation,

housing, foodLocal support groupsWork Source Social Security/Disability

ADDITIONAL

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Referral to further leaning disabilities assessment should be carefully considered as a final step for a student. LD evaluations are expensive and time consuming and do not guarantee a student’s success. These assessments will provide evidence for a student’s request for legal accommodations. Before the screener refers an individual to an LD Specialist (or an individual qualified to administer educational assessments) he/she should consider the following:

Criteria for referring students for learning disabilities testing:

Does the student have an academic or career goal that requires entering a professional technical program or other training program such as an apprenticeship within the next six months? Will accommodations enable the student to be successful and pass the course?

Does documentation of a learning disability such as special education records already exist? If so, are they current enough (within *5 years)?

Have pre-tests or practice tests been tried with accommodations, e.g. extra time, calculator, taped version, to see if these make a difference for the student?

If a student is at ABE levels 1, 2 or 3 in all subject areas, he/she is probably not ready to take the GED any time soon. Before considering the costly step of referring the student to LD assessment, the program can try interventions, adjustments, modifications, and strategies based on promising practices and screening information. Weigh the benefits of testing for the student and decide the best time to take this step.

* Documentation will be viewed as sufficiently current if it has been completed within the last 5 years. However, older documentation will be considered if that is all that the candidate can provide without undue burden or expense. (from Requesting Accommodations Form)

INFORMATION

Getting Special Education Records

1. Make sure the student fills out the Authorization to Release Information form. You will need student’s: Social Security

number Birth date Maiden name if

married now2. Call the school

district and ask for the “special education records” number. Most records are kept in a different office from the high school attended.

3. Be sure to request assessment and IEP records.

4. Ask them to fax the records. You may want to develop a standard fax form for this purpose.

5. Keep special education records in a confidential folder. Put a note in the student’s common file that indicates special records are kept at another location.

ADDITIONAL

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LEARNING DISABILITIES TESTING

If a student has no previous special education records, has never been tested for learning disabilities, and meets the criteria for referring students for learning disabilities testing, a referral to a qualified tester should be made.

Qualified test administrators have special training and credentials to administer testing instruments, interpret results and write up reports that will qualify an individual for accommodations. One of the questions that diagnostic testing answers is “Does this person have a learning disability?”

If your institution does not have a qualified person, such as an LD Specialist, to perform the testing, you can consider referring the student to one of the following:

Department of Vocational Rehabilitation (DVR). They will do testing even if they cannot provide services. They often have a waiting list but it is worth a try to go through the application process to receive diagnostic information.

Veteran’s Administration (VA). They can help students with testing who are enrolled in school and training programs if they are former veterans.

Labor and Industry (L&I). They will sometimes provide testing to students who are involved with claims. Discuss up front what will be on the report and who will get a copy.

Department of Social and Health Services (DSHS). If the student is receiving TANF, a referral for testing can be made.

School Districts. If the student is under 22 this might be a possible resource for testing.

Work Source. This can be a resource if the student is eligible under WIA guidelines.

INFORMATION

What does an LD specialist do?

1. Administers and interprets diagnostic, cognitive and achievement tests for learning disabilities

2. Provides certification of eligibility for student tested in a written report in consultation with cooperating psychologist

3. Consults with students and staff on LD learning and teaching strategies

4. Submits requests for GED accommodations

5. Consults and cooperates with agencies such as DVR, Worksource, WorkFirst regarding education needs for students.

For more information about LD Specialists, see the Attachments Section of this Guidebook.

ADDITIONAL

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Private clinics. Many larger cities have clinics that specialize in helping children and adults with learning programs. Prices of evaluations vary greatly so it pays to do some research.

All of these options have restrictions—either eligibility criteria or prohibitive costs. Before referral to one of these services, the advantages and disadvantages of testing should be explained to the student.

An additional option for an institution is to develop a Learning Disabilities Specialist or LD Specialist position on campus. An LD Specialist has a Master’s Degree and has been trained to administer the testing instruments that detect learning disabilities. Upon completion of the testing, the LD Specialist will write up a report and confer with a licensed psychologist who is knowledgeable about adults with learning disabilities. The consulting psychologist will co-sign the report, which contains a DSM IV Diagnosis. Attention-deficit/Hyperactivity Disorder (AD/HD) is not provided in this type of assessment process; the student must be referred to his/her physician/or psychologist for diagnosis of this condition.

The Washington State System Initiative model includes the development and expansion of LD Specialists in Washington in order to provide students with greater access to LD testing and services. Requirements to be an LD Specialist are rigorous, but students, staff and the institution will benefit from having this resource readily available.

See the guidelines on becoming an LD Specialist (Washington State LD Assessment Model, Attachment 29).

FOLLOW UP

Follow up is an essential part of the LD System Initiative. This is a shared responsibility among the POC, student and teacher, and sometimes the LD Specialist. Follow up ensures that the

INFORMATION

Advantages of formal assessment: Access to legal

accommodations and protection necessary for success in instructional, work, and testing settings

Source of emotional support. It helps to understand learning disabilities and determine best ways to address them

Guide for making instructional and/or accommodation plans.It helps to understand learning disabilities and determine the best ways to address them.

Disadvantages: Cost can be

prohibitive. Diagnosis may not

be worth the effort and resources required because it yields few positive consequences for the learner. Literacy programs often can help the learner meet with success by making instructional adaptations, even though there is not a documented learning disability.

ADDITIONAL

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Student Action Plan and other recommendations are carried out.

It is the POC’s responsibility to:

Coordinate the Student Action Plans to make sure all parties understand their assignments and carry them out.

Provide copies of the II Student Summary Report Form to the teacher, LD Specialist (if applicable) and the student and the student’s file

Provide copies of the Student Action Plan to the student and the student’s file

Discuss recommendations with the student and teacher and ensure that each has adequate resources to carry out the plan

Help students and teachers understand and use strategies

Request special education records when appropriate

Make referrals and consult with the LD Specialist

Check back with the student and teacher(s) to monitor progress on the plan

Track student data as required

Students should take responsibility to:

Seek out help if they are experiencing learning difficulties in the ABE classroom

Meet appointments arranged with the point of contact, teacher or LD Specialist

Follow through with recommendations

INFORMATION

Typical classroom accommodations include:

Priority seating (seating in front or away from distractions)

Use of alternative formats: taped, rather than written, reports, etc

Early access to syllabus, reading materials, etc

Use of compensatory and assistive technology such as tape recorders, assistive listening systems

To request accommodations for the GED, contact the Office of Adult Literacy for more information.

ADDITIONAL

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Find out more about LD in order to advocate for oneself

It is the teacher(s) responsibility to:

Flag students with possible learning disabilities

Learn and use teaching strategies that help all students

Check back with the point of contact and identify successes or failures in the classroom or in instruction with students who have been identified with learning difficulties

Understand and use universal design principles

The testing service or the LD Specialist has the responsibility to:

Explain the advantages and disadvantages of formal assessment to the student

Administer formal assessments

Write up and interpret assessment results and make recommendations to the student and staff

Act as a resource for other staff working with students with learning disabilities

INFORMATION

Accommodations

Typical testing accommodations are:

Extended time, in a range from 150% to 300%

Frequent, supervised breaks

Use of assisitve devices such as calculators, etc

Use of mediators and assistants such as scribes, sign language interpreters

Use of alternative formats such as Braille, large print, audiocassette

Use of alternative test conditions such as private room

To request accommodations call: Alleyne Bruch: (360) 704-4321 GED Test

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GED TEST ACCOMMODATIONS APPLICATION PROCESS

How does a student get accommodations for the GED test?

GED Test accommodations are requested on one of four forms which are available in the GED Chief Examiner's office at www.sbctc.ctc.edu/public/_y_gedaccommodationsrequests.aspx

Request for Testing Accommodations:

Attention-Deficit Hyperactivity Disorder (AD/ADHD) Physical/Chronic Health Disability (PCH) Learning & Other Cognitive Disabilities (LD) Emotional/Mental Health (EMH)

Standard applications are applications in which the required data or evidence is available. Once all the relevant evidence has been collected, including such items as:

Special education records, Doctor’s statements, Assessment Reports

the LD Project staff can:

Identify him/herself as the advocate to the Chief Examiner Download the appropriate accommodation form Complete the form with the assistance of the LD Specialist

as appropriate, or GED Office, or counselor Have the student sign the form, Have the appropriate professionals sign the form

Return the form to the chief examiner to send to the GED office at the Office of Adult Literacy in Olympia for a decision.LD Specialists can provide additional information such as updating achievement testing which will help the student receive accommodations if testing is old. LD Specialists are

INFORMATION

Some Good Strategies for All Students

Put course content on-line allowing student to “pick up” material that might have been missed.

Use peer mentoring, group discussions, and cooperative learning situations rather than strictly lecture.

Use guided notes to enable students to listen for essential concepts without copying notes off overhead.

Fluctuate instructional methods; provide illustrations, handouts, auditory and visual aids.

Allow a student to tape record lectures or provide him/her with a copy of your notes.

Allow student to demonstrate knowledge of the subject through an alternate means.

Permit and encourage the use of adaptive technology

Develop study guides.

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http://www.sbctc.ctc.edu/public/_y_gedaccommodationsrequests.aspx


encouraged to write up additional pertinent information in a letter, which can be attached to the Request for Accommodations.

ATTACHMENTS

WASHINGTON STATE LD PROJECT MODEL FLOWCHART......................................................................................................................................1 WASHINGTON STATE LEARNING DISABILITIES MODEL......................................................................................................................................2

UNIVERSAL DESIGN FOR LEARNING TRIANGLE...................................................................................................................................3

UNIVERSAL DESIGN AND THE LD PROJECT MODEL......................................................................................................................................4 DIRECTIONS- 5 QUESTION TOOL SELF DISCLOSURE FORM......................................................................................................................................5 5 QUESTION TOOL SELF DISCLOSURE FORM......................................................................................................................................6 INTRODUCTION ON TO THE LD SCREENING PROCESS......................................................................................................................................7

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LD PROJECT FORMS & PROCEDURES IN ORDER OF USE......................................................................................................................................8 CONSENT TO PARTICIPATE FORM......................................................................................................................................9 AUTHORIZATION TO RELEASE CONFIDENTIAL INFORMATION FORM......................................................................................................................................10 13 QUESTION LEARNING NEEDS SCREENING TOOL......................................................................................................................................11 13 QUESTION LEARNING NEEDS SCREENING TOOL STUDENT COPY......................................................................................................................................12 INITIAL INTERVIEW ......................................................................................................................................13 INITIAL INTERVIEW DIRECTIONS......................................................................................................................................14 STUDENT ACTION PLAN ......................................................................................................................................15 STUDENT ACTION PLAN SAMPLE......................................................................................................................................16 INITIAL INTERVIEW STUDENT SUMMARY FORM......................................................................................................................................17 INITIAL INTERVIEW STUDENT SUMMARY FORM SAMPLE......................................................................................................................................18 GED TEST ACCOMMODATION ELIGIBILITY CHART......................................................................................................................................19 ADDITIONAL LD RESOURCES LIST......................................................................................................................................20

ABOUT CONFIDENTIALITY......................................................................................................................................21

LEARNING DISABILITIES POINT OF CONTACT......................................................................................................................................22

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24


CHECKLIST FOR LD POINT OF CONTACT......................................................................................................................................23

LEARNING DISABILITIES SPECIALIST......................................................................................................................................24

STRATEGIES FOR STUDENT WITH LEARNING DISABILITIES......................................................................................................................................25

LD TOOL KIT......................................................................................................................................26

UNIVERSAL DESIGN OF INSTRUCTION......................................................................................................................................27

MORE STRATEGIES AND RESOURCES......................................................................................................................................28

WASHINGTON STATE LD ASSESSMENT MODEL......................................................................................................................................29

LEARNING DISABILITIES FEDERAL LAWS......................................................................................................................................30

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25

ATTACHMENT 1

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ATTACHMENT 2

WASHINGTON STATE LEARNING DISABILITIES MODEL

FLAGGING SCREENING INTERVENTIONS LD ASSESSMENT FOLLOW UP

Flagging: Refers to initial identification of a person who may have learning disabilities. There are three general ways a student can be “flagged” for screening or additional services: self-identification (either at intake, registration, or to teacher), teacher referral (student is not progressing), and partner agency referral (WorkFirst, Work Source, etc.). Once a student is flagged, a trained teacher or point of contact conducts screening.

Screening: Refers to the administration of instruments that screen for possible learning barriers. Screeners are trained to use two primary tools - the Initial Interview, and 13 Question Learning Needs Screening Tool to detect possible learning needs/disabilities and formulate plans for further assistance. Screening does NOT qualify an individual for accommodations; screening is part of a process toward further interventions.

Interventions: Refers to referral to other services or the application of strategies to help reduce barriers that impede learning. Following screening, a trained staff person writes specific instruction/strategy recommendations on a Summary Page AND Student Action Plan and discusses with the student and classroom teacher. Screeners can request school (special education) or previous assessment records, as well as disability-related health records. Screeners make referrals for services that remove barriers such as vision exams, counseling, etc. Referrals to an LD Specialist for educational assessment can also be made. Efforts are coordinated with Disabled Students Services offices whenever appropriate. Teaching strategies are suggested that will help the student learn.

LD Assessment: Refers to no-cost educational assessment or full educational and cognitive assessment offered by a Learning Disability Specialist. Only students who need official documentation receive the complete LD Assessment. Students have access to classroom or instructional accommodations for students with specific learning disabilities as they continue in education/training.

Follow-up: Refers to tracking whether students and staff follow through with recommendations and referrals and the results of interventions.

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ATTACHMENT 3

UNIVERAL DESIGN FOR LEARNING TRIANGLEA SYSTEM FOR SERVING ABE STUDENTS WITH

POSSIBLE LEARNING BARRIERS

UNIVERSAL DESIGN INSTRUCTION

AT RISK STUDENTS’ SCREENING ANDINTERVENTIONS

LDASSESSMENT

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ATTACHMENT 4

Universal Design and the LD Project Model

Adapted from the Renton Learning Assessment System model, the model as illustrated in the 3 tiers of the triangle represents a simple system of service delivery for all students in the ABE program (or any other educational offering).

Tier 1 represents Universal Design for Instruction or UDI classroom. Strategic teaching and course design is provided up front for all students with an emphasis on teaching students about how they take in information, process it, and best demonstrate learning mastery.

Tier 2 represents screening and interventions for those who need them. Points of Contact within the ABE department can begin the process through use of screening tools such as the Initial Interview. Following screening, specific learning strategies are suggested as well as referrals for further services to student services counselors, community agencies, and medical professionals, etc.

Tier 3 referrals to an LD Specialist receive intensive educational assessment to determine learning disabilities and provide for accommodations.

This model creates an environment where most learning barriers are resolved quickly and effectively in the classroom but if additional services are needed, a clear pathway is available. This model also helps students understand their learning strengths and weaknesses and promotes students’ control of their own individual learning process.

Credit goes to Renton Technical College for pioneering this model with ABE as well as vocational technical instructors through a Department of Education grant.

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ATTACHMENT 6

DIRECTIONS 5-QUESTION TOOL

Self Disclosure Form

The 5-Question Tool is a quick and simple “flag” that can alert your program to individuals who might have a history of learning disabilities.

Note that this form can be included in your general intake process. However, it is optional for the student to fill out. If you include the 5-question tool in your intake process, keep the following in mind:

1. When including the 5-question tool in your intake process, make sure to provide verbal instructions to the students. The form is optional and the information is confidential.

2. The information from this form is sensitive and confidential. Do not file the form in the student’s general file. We recommend that you keep a separate file for LD that is not accessible to all staff.

3. The purpose of the 5-question tool is to alert you to students who might have learning difficulties as they enter your program. Depending on the answers, you have several options for next steps: spend a little more time talking with the student, alert the student’s instructors, screen the student with the 13 Question Screen, or none of the above.

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ATTACHMENT 6

5-QUESTION TOOLSELF DISCLOSURE FORM

This form is optional:

In order to provide the best instruction we’re asking for information about you that could cause challenges to learning. Your answers will be used only to support instruction.

You may write in extra information Yes No

1. Do you think you have a learning disability or have you ever been in special education?

2. Do you have a physical disability?

3. Do you have any mental or physical condition for which you may be taking medication?

4. Do you know or think you have ADD/ADHD?

5. Do you have any vision problems?

Can we share this information with your teachers? □yes □no

List any special accommodations you’ve had that have helped you learn.______________________________________________________________________________________________________________

Student name:________________________ Today’s Date________

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ATTACHMENT 7

INTRODUCTION TO THE LEARNING DISABILITYSCREENING PROCESS

As we mentioned in the orientation, we would like to offer assistance with some of the learning needs you may have. This is completely voluntary and confidential. This process has a number of steps.

The first step is for you to sign a consent form, which gives me permission to ask you personal questions. I agree to keep this information confidential. Only teachers at school will have access to this information, or anyone else you add to this list.

The next step would be to fill out one or two screening forms. After we complete these forms, I will write up a plan with learning strategy suggestions and additional steps to take. I'll ask you to try the strategies and we will revise them as necessary. I may suggest that you meet with one of our counselors here at school.

Please feel free to ask me questions at any time.

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ATTACHMENT 8

LD SYSTEM INITIATIVE FORMS AND PROCEDURESIN ORDER OF USE

1. Present the “Introduction to the LD Screening Process” to the student orally

2. Have student sign the “Consent to Participate Form”

3. Provide the “Student Copy of the 13 Questions Learning Needs Screening Tool” for the student to follow along

4. Conduct the “13 Question Learning Needs Screening Tool”

5. Present the “Initial Interview Directions” to the student

6. Provide the “Student Copy of the Initial Interview” to the student to follow along

7. Conduct the “Initial interview”

8. Fill out the “Student Action Plan” and go over with the student

9. Explain and have student sign the “Authorization to Release Confidential Information Form” if you'

10.Fill out the “Initial Interview Summary Form” and share with the student’s instructor.

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ATTACHMENT 9

(Institutional Name)

CONSENT TO PARTICIPATEFORM

Directions: Learner must agree to the conditions of this form PRIOR to participating in screening or LD assessment. (Either the 13 Question Screen OR the Initial Interview or other assessments associated with System Initiative).

To the Student

You will be asked to complete different assessment tools that will help identify your learning needs. The assessments might include an interview, learning screening survey, tests of achievement, or tests of ability.

The results of these tests are CONFIDENTIAL. The scores may be used to document your learning difficulties and to develop an appropriate educational program. Results may be reported to the State Board for Community and Technical College but personal information will be kept CONFIDENTIAL. Please ask questions if this is not clear.

AGREEMENT TO PARTICIPATE.

I understand this information and agree to complete the assessment(s). If there is a need for further testing, I understand that qualified individuals, such as an LD Specialist and/or educational psychologist, will do the testing. The results of this testing will be shared with teachers at my school. In addition, I give my permission to share the results of this testing with the following agencies:

State Board for Community & Technical Colleges

ð Yes, I agree ð No, I do NOT agree

Please Print:

Last Name First Name Date

Signature

This release will be good for one year after the date signed

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ATTACHMENT 10

(Institutional Name)

AUTHORIZATION TO RELEASECONFIDENTIAL INFORMATION FORM

Directions: Learner must agree to the conditions of this form PRIOR to requesting information from outside the institution.

Release to / Send To:

(name and address of institution

Attention: (contact person)

Address of Person/Agency disclosing information

I, , authorize the above individual or organization to disclose to ______________________________________the following information, as specified, which may be contained in my records. Information will be used in written evaluations, to request GED testing accommodations, and in planning for instruction.

Check all that are appropriate:

[ ] Health records/medication [ ] Attendance

[ ] Psychological and counseling records [ ] Consultation

[ ] Transcripts [ ] Mutual Exchange of Verbal information To facilitate education[ ] Psych Assessment Report/Special Ed records IEP records

[ ] LD Screening/Evaluation/Ed Testing [ ] Other (specify)

Specific Authorizations

Drug and Alcohol: I understand that my records may contain information regarding diagnosis or treatment for drug or alcohol. I give my specific authorization for these records to be released. __________CLIENT INITIALS.

Students Printed Name______________________________________ Date of Birth_________________

Signed____________________________________________________ Date________________________Student Signature

Signed____________________________________________________ Date________________________Parent or Legal Guardian (if under 18 years old)

Authorization remains in effect for one year. A new release form must be signed to extend authorization.

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ATTACHMENT 11

13 QUESTION LEARNING NEEDS SCREENING TOOLBACKGROUND INFORMATION

Interview date: ______________

Name: ___________________________ Birth Date: ________________________

Interviewer’s Name: _____________________________

YES1._____ 2._____3._____4._____5._____

(1)X

SECTION I1. Did you have any problems learning in middle school or junior high?2. Do you have difficulty working from a test booklet to an answer

sheet?3. Do you experience problems working with numbers in columns?4. Do you have trouble judging distances?5. Do any family members have learning problems?

= = Count the number of yes answers. Multiply by 1

6._____7._____

(2)X

SECTION II

6. Did you have any problems learning in elementary school?7. Do you have difficulty or experience problems mixing mathematical

signs?


8._____9._____10.____

(3)X

SECTION III

8. Do you have difficulty or experience problems filling out forms?9. Do you experience difficulty memorizing numbers?10. Do you have difficulty remembering how to spell simple words you

know?


11._____12._____

13._____

(4)X

SECTION IV

11. Do you have difficulty or experience problems taking notes?12. Do you have difficulty or experience problems adding and

subtracting small numbers in your head?13. Were you ever in a special program or given extra help at school?


__________ TOTAL: If 12 or more, refer for further assessment

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ATTACHMENT 12

13 QUESTION LEARNING NEEDS SCREENING TOOLSTUDENT COPY

1. Have you had any problems learning in middle school or junior high?

2. Do you have difficulty working from a test booklet to an answer sheet?

3. Do you experience problems working with numbers in columns?

4. Do you have trouble judging distances?

5. Do any family members have learning problems?

6. Did you have any problems learning in elementary school?

7. Do you have difficulty or experience problems mixing mathematical signs?

8. Do you have difficulty or experience problems filling out forms?

9. Do you experience difficulty memorizing numbers?

10. Do you have difficulty remembering how to spell simple words you know?

11. Do you have difficulty or experience problems taking notes?

12. Do you have difficulty or experience problems adding and subtracting small numbers in your head?

13. Were you ever in a special program or given extra help at school?

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ATTACHMENT 13

INITIAL INTERVIEW DIRECTIONS

Materials Needed

1. Two copies of the Initial Interview (one for the student, one for the screener)2. Pencils or pens

Directions for Administration

The purpose of the Initial Interview is to gather additional information about a learner so that barriers that may be impeding the student’s success can be addressed particularly before extensive testing.

The Interview takes about 30 minutes to administer and should be conducted face-to-face in privacy. The instructor reads the questions and fills out the answers. The answers to the questions are used to make recommendations to the student for learning strategies, referral/further services, or further assessment.

The Initial Interview is divided into the following sections: Background, Health, Family History, Educational Information, Work History, ESL Education, and Key Items to Note.

Fostering a positive climate during the Initial Interview is important as it is the first contact a student is making with a professional which sets the tone for further success. Establishing rapport before beginning the Initial Interview questions will promote greater comfort in asking the student sensitive questions. If the examiner is comfortable, the student will be as well. When the student is at ease, the responses are likely to provide accurate information that will guide successful interventions.

Introduction

THE INFORMATION FROM THIS INTERVIEW WILL HELP ME UNDERSTAND SOME OF THE BARRIERS YOU MIGHT BE FACING IN YOUR STUDIES. ASKING THESE QUESTIONS IS A WAY FOR ME TO BETTER UNDERSTAND YOU AND A MEANS TO MAKE SUGGESTIONS THAT MAY LEAD TO GREATER SUCCESS.

I WILL BE WRITING THE ANSWERS TO THE QUESTIONS ON MY COPY. YOU HAVE A COPY TO READ AS MANY PEOPLE DO BETTER WITH SEEING THE QUESTIONS IN ADDITION TO HEARING THEM.

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ATTACHMENT 14

CONFIDENTIAL Institution

INITIAL INTERVIEW

Student’s Name Today’s date

Address Home Phone:

City Zip Cell phone

Date of Birth Age Social Security #

Background

1. What are your goals in coming to school? What programs are you enrolled in or are in the process of enrolling in?

2. Tell me about two or three accomplishments you are proud of at school, work or home.

3. What is your best way of learning? Do you like to listen, watch, read, do it, write it, or talk about it?

Health

4. Do you have any vision problems? If yes, please describe. When was your last eye exam?

5. Do you have any hearing problems? If yes, please describe. When was your last hearing exam?

6. Have you ever had a seizure, a head injury, or stroke? If yes, please describe:

7. What medications are you taking that may affect your learning? Do you take any medications that make it hard for you to concentrate? Remember things? Make you tired?

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ATTACHMENT 14

8. Do you have difficulty maintaining attention or have you been diagnosed with ADHD? Do you have trouble concentrating or focusing when you try to study? Is it hard for you to sit still without getting up and moving around very frequently?

9. Have you received treatment for mental health or chemical dependency issues? Please describe.

10. Are you aware of any medical problems during your early years such as problems at birth, numerous ear infections, speech problems, etc.? Please describe.

11. Are you working with any agencies like DVR, SSI, Work Source, or L & I?

Family History

12. Does anyone in your family have a learning problem (family of origin or your children)? Please describe.

13. What is the highest level school that your parents completed?

14. Describe any family or personal issues that you feel have affected your learning in the past or are affecting you at the present.

Educational Information

15. Were you in special education classes or resource room for LD while in school? Which schools? What city/state?

16. What was your attendance like when you were in school? Did you drop out of school?

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ATTACHMENT 14

17. Are you a high school graduate? What year?

If not, did you complete a GED? When?

18. For how many quarters/semesters have you attended college and where?

19. How many units/hours have you earned?

How many units/hours this quarter? Are you on academic probation? If yes, why?

20. Describe any difficulties you are having in EACH of your classes?

21. How much time do you spend each week studying and preparing for these classes?

22. Have you discussed your difficulties with the instructor or counselor?

Work History

23. Are you currently employed? If yes, please describe. (# of hours/week, job duties, etc.)

24. Describe your previous jobs.

ESL Education

25. What is your first language? What do you speak at home? What other languages do you speak?

26. At what age did you begin to learn English? Did you have any difficulties learning English?

27. Have you attended ESL classes? What was the highest ESL level you completed?REV 1-09

ATTACHMENT 14

28. Did you attend school in your own country? What was the highest grade you completed?

KEY ITEMS TO NOTE DURING THE INITIAL INTERVIEW1. Self-discloses special education classes/family history of learning disabilities. 2. Has a child in special education. 3. Has a medical history of head injury, seizures, or takes serious medications.4. Has a memory problem.5. Has trouble organizing, keeping appointments, and being on time.6. Cannot seem to communicate sequentially; not logical or organized.7. Has one academic area out of sync with another, e.g. high reading/low math, etc.8. Cannot pay attention or concentrate.9. Diagnosed as ADHD or ADD.10. Self-discloses a learning problem.11. Has horrible handwriting and spelling.12. Cannot seem to hold a job.13. Frequently displays frustration

Acknowledgement is given to the California DSP & S Learning Disability Eligibility Model. Questions on the Initial Interview have been adapted from the California Intake Interview.

Test ScoresCASAS

APPRAISALCOLLEGE

ASSESSMENTTESTS

CASAS PRE-TESTS

PLACEMENT SCORES

GED PREDICTIVE

TESTS

GEDFINAL TESTS

READING_________

MATH____________

LISTENING________

SPEAKING________

READING________

ENGLISH________

MATH___________

READING_________

MATH____________

LISTENING________

SPEAKING________

READING________

WRITING_________

MATH____________

SS______________

SCIENCE________

READING_________

WRITING__________

MATH____________

SS_______________

SCIENCE_________

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ATTACHMENT 15

STUDENT ACTION PLAN

STUDENT NAME:

TODAY’S DATE:

The following plan was discussed with me. I agree to follow through and complete the plan.

Who is responsible for completing

What will be completed When will this be completed

Next meeting will be____________________________ _____________________Date time

Student’s signature

Staff signature

1 copy to student1 copy to teacher1 copy for file REV 1-09

ATTACHMENT 18

STUDENT ACTION PLANSample

STUDENT NAME: Ann

TODAY’S DATE: 4/8/03

The following plan was discussed with me. I agree to follow through and complete the plan.

Who is responsible for completing Article II. What will be

completed

When will this be completed

AnnMeet with Karma Forbes(Counselor) and complete Request for Accommodations

4/15/03

DeEttaMeet with teachers to discuss need for the following in-class strategies: oral and written directions, written feedback on assignment, more time to complete assignments

4/15/03

AnnCheck with tutoring center about requesting tutoring in math

4/20/03

AnnContact DVR to request services 5/1/03

AnnMake an appointment with physician to discuss health needs

5/1/03

DeEtta and AnnIndividual strategies to try in class: tape the class, flash cards, air writing, use of white board

5/30/03

Next meeting will be____________________________ __________________Date time

Student’s signature


ATTACHMENT 17

INITIAL INTERVIEWSTUDENT SUMMARY FORM

Student’s Name Interviewer:

Institution: Date:

SUMMARY OF STUDENT REPORT: Summarize the information from the Initial Interview about the student’s barriers to learning. (Use back of form if necessary).

RECOMMENDATIONS: List specific recommendations to address the above barriers.


ATTACHMENT 18

INITIAL INTERVIEWSTUDENT SUMMARY FORM

Sample

Student’s Name Interviewer:

Institution: Date:

SUMMARY OF STUDENT REPORT: Summarize the information from the Initial Interview about the student’s barriers to learning. (Use back of form if necessary).

RECOMMENDATIONS: List specific recommendations to address the above barriers.


ATTACHMENT 19

GED TEST ACCOMMODATION ELIGIBILITY CHARTOffice of Adult Basic Education

This chart was prepared to help you see the relationship between GED test accommodations and selected disabling conditions. A disability (or a combination of disabilities) can affect individual performance in so many ways that it is difficult to create a chart that could identify every possible situation, so this chart identifies some, but not all the possibilities.

This information may be shared with candidates, their advocates, GED preparation teachers, disability services staff, counselors and others. This information may be very helpful to candidates who have little or no financial resources. The candidate may be able to be qualified for an accommodation through a doctor visit rather than a full psychological assessment.

The Americans With Disabilities Act (ADA) forbids the creation of any barrier to access, participation, performance or full use of services and opportunities. Please contact Alleyne Bruch (360) 704-4321 [email protected] if you have questions or concerns.

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mailto:[email protected]

ATTACHMENT 19


Extended time

Any interference to attention, concentration or memory caused by a disability or treatment for a disability

Medications (especially drugs that affect perception, energy level, clarity, mental focus, drive, ability to remember, mental processing speed, decision-making, problem-solving, etc.)

Mental illnesses Medical conditions Attention Deficit Hyperactivity Disorder (ADHD) or some

learning disabilities

Cognitive input, output or processing delays caused by some learning disabilities, traumatic brain injury, stroke, etc.

Any disability that would slow performance or cognitive processing

Persistent, intractable pain Hand or arm impairments or tremors Poor visual tracking or poor visual acuity that is

unremediated or irremediable Depression

Calculator,

Talking calculator

Large print calculator

Any memory or math problems caused by a disability or treatment for a disability

Medications (especially drugs that affect perception, energy level, clarity, mental focus, drive, ability to remember, mental processing speed, decision-making, problem-solving, etc.)

Mental illnesses Medical conditions ADHD or some learning disabilities

Cognitive input, output or processing delays caused by some learning disabilities, traumatic brain injury, stroke, etc.Dyscalculia (a math learning disability)

Blindness or visual deficits (for talking or large print calculator

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ATTACHMENT 19


Private room

Conditions that make the candidate “noisy” or distracting to others, or easily distracted by others, or afraid of others

Mental illnesses Medical conditions ADHD Some learning disabilities that affect attention and

concentration

Audiocassette

Interference with vision, attention, concentration or memory

Medications Mental illnesses Medical conditions ADHD


Blindness, in cases where the candidate does not know Braille or prefers auditory input

Conditions where audiotape support to vision is desired

Supervised breaks

Conditions that might interfere with endurance, attention, concentration or memory

Medications Mental illnesses Medical conditions such as inability to sit for long

periods, etc. ADHD and some learning disabilities


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ATTACHMENT 19


Printed InstructionsVisual support to assist learners with auditory , input, processing or attention deficits

Braille Blindness or low vision with the ability to read Braille

Instructions for Deaf Candidate

Deaf or limited hearing with ability to understand sign interpretation

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ATTACHMENT 20

ADDITIONAL LEARNING DISABILITIESRESOURCE LIST

There is an incredible wealth of resources out there—so numerous that it is impossible to include them all. The resources below are just a start. We will be adding additional resources as a part of the project.

INTERNET/WEB RESOURCES

Renton Technical College UDL Projecthttp://webs.rtc.edu/ii/dsdp.html

There are some really good resources for teaching on Renton’s site, especially for UDL.

University of Washington Do It! http://www.washington.edu/doit/

UW has some good information on assistive software.

National Center for Learning Disabilitieswww.NCLD.org

This site provides good information and links for disability information.

National Association for Adults with Special Learning Needs (NAASLN)www.naasln.org

Information about adult learning needs, including research, policies, and conference information.

Center for Applied Special Technologywww.CAST.org/

CAST is a not-for-profit organization that provides a number of services. There’s a wealth of information on Universal Design for Learning on this site. Do a little exploring.

Brains.orgwww.brains.org

Resource for brain research and educational practices

Cornucopia of Disability Informationhttp://codi.buffalo.edu/

This site provides a well-organized, comprehensive collection of links to disability web sites.

Children & Adults with Attention Deficit Disorder (CHADD)REV 1-09

http://codi.buffalo.edu/

http://www.brains.org/

http://www.CAST.org/

http://www.naasln.org/

http://www.NCLD.org/

http://www.washington.edu/doit/

http://webs.rtc.edu/ii/dsdp.html

ATTACHMENT 20

www.Chadd.org

CHADD is an information resource on ADD with more than 600 parent support groups.

International Dyslexia Associationwww.interdys.org

IDA focuses its resources in four major areas: information and referral services, research, advocacy and direct services to professionals in the field of learning disabilities.

Heath Resource CenterNational Clearinghouse on Postsecondary Education forIndividuals with Disabilitieswww.heath.gwu.edu

Heath serves as an information exchange about educational support services, policies, procedures, adaptations, and opportunities at American campuses, vocational-technical schools, and other postsecondary training entities.

LD Onlinewww.ldonline.org

This website focuses on the issues related to learning disabilities and serves professionals, students, children, and adults. The site also includes articles written by the leading experts, research findings reported by top researchers, and the latest news in the field of learning disabilities. Features a nice question/answer section hosted by Neil Sturomski.

RFBD - Recordings for the Blind and Dyslexicwww.rfbd.org

University of Kansas IAM Projecthttp://das.kucrl.org/iam.htmlhttp://das.kucrl.org/iam/resources.html

Excellent 10 page listing of web resources for assisting college students with disabilities

All Kinds of Mindswww.allkindsofminds.org

VIDEOS

Brain Based Learning. Featuring Dr. David A. SousaCorwin Press, Inc. 2000

Working Together: Computers and People with Learning Disabilities. DO-ITUniversity of Washington

REV 1-09

http://www.allkindsofminds.org/

http://das.kucrl.org/iam/resources.html

http://das.kucrl.org/iam.html

http://www.rfbd.org/

http://www.ldonline.org/

http://www.heath.gwu.edu/

http://www.interdys.org/

http://www.Chadd.org/

ATTACHMENT 20

Windows into the ADD Mind. Featuring Daniel G. Amen, M.D.Mindworks Press

How Difficult Can This Be? Presented by Richard D. Lavoie.PBS Video. 1996ORDERING INFORMATION

LD Tool Kit MaterialsTarget Best Buy (for electric aides, School Dayswww.learningdifferences.com

*Woodcock Johnson III Test Kitwww.riversidepublishing.com

*Wechsler Adult Intelligence Scale—Fourth Edition (WAIS–IV)

www.wais-IV.com

Irlen Color Overlayswww.Irlen.com

If you want the real deal, you can order Irlen overlays from this site.

*These are the materials required for the LD Specialist track. Only qualified individuals can use these materials.

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http://www.Irlen.com/

http://www.wais-IV.com/

http://www.riversidepublishing.com/

http://www.learningdifferences.dcom/

ATTACHMENT 21

ABOUT CONFIDENTIALITY

Each institution has policies and procedures that insure a student’s confidentiality. These policies and procedures should be carefully observed for students served through the Learning Disabilities System Initiative Project.

The following are reminders regarding confidentiality.

Student information related to learning disabilities should be kept in separate, secure files (distinct from their individual educational files) with limited access.

Information should be shared only on a limited basis within the institutional community.

Release of Information for the LDSI must be obtained prior to screening using the following documents:

CONSENT TO PARTICIPATE form – gives the institutions permission to ask the student personal questions in the LD screening process. Students must sign this form before screening tools are administered UNLESS it is standard practice to administer a tool to all students at intake or during educational orientations.

AUTHORIZATION TO RELEASE CONFIDENTIAL INFORMATION form—gives the institution permission to request information from another/outside source, such as medical records, former diagnostic reports, etc.

Records should be kept a minimum of 5 years or in accordance with standard institutional practice.

Confidentiality is not maintained in the case of child abuse, suicidal or homicidal intent.

Information may also be released with the student’s permission on a need-to-know basis.

Clients have the right to include and exclude any documents about themselves. They should have reviewed the documents you have in their file. You may keep separate private notes, but documents such as a psychological report, IEP, etc. should be reviewed and approved by the student. An easy way to do this is to have an approval sheet where a catalog of the documents is listed with a line for the student to initial indicating their approval.

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ATTACHMENT 22

Learning Disabilities Point of Contact

Qualifications

Bachelor’s Degree 2 years experience teaching adults Commitment to additional training in adult learning disabilities. Completion of the Nanci Payne/Sturomski OAL state training or other

background /training in learning disabilities preferred. Strong interest in the field of learning disabilities Enjoys team work and leadership

Responsibilities

Be the on-site check-in point for teachers and the LD Specialist Work directly with the LD Specialist to make recommendations for

testing/strategies with on site staff Administer the13 Question Screener Administer the Initial Interview as needed Write up Student Action Plans and Summary Sheets Request special education records Work together with the LD Specialist to Request Accommodations for students

who qualify (mental health, AD/HD, LD, etc.) Work with teachers to try accommodations to see if they work, i.e. administer

Predictive Tests with and without extra time to see if they make a difference Develop relationships with the local GED Testing Center and DSS personnel Follow up on students with special needs throughout the time they are in your

program – be an advocate for students with learning difficulties Teach students how to advocate for what works Keep necessary data for reporting purposes Insure that records for students with learning disabilities are kept confidential Organize staffings or feedback meetings with appropriate on-site staff

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CHECKLIST FOR LD POINT OF CONTACTBefore Referring a Student for Full LD Testing

1. Get old special education records if available

2. Do predictive tests with accommodations:

A. Extra time-mark where a student is on time and have him/her continue. Give two scores.

B. Calculator -have a student take the math test without a calculator and with a calculator. Note score differences.

C. Tapes -try predictive tests without tapes and with tapes. See Candyce about ordering tapes.

3. Note if student has ADHD and can get it documented by a physician/Psychologist. This will qualify for extra time without further testing.

4. Note if the student is on serious medications and can get it documented by a doctor, etc. This will also get extra time without further testing.

5. Triage-Note if other issues such as homelessness, domestic violence, depression, chemical dependency are present. Delay LD testing until issues are mostly resolved.

6. Watch for students with low decoding and high comprehension.

7. Students should be nearing level 4 in all subjects before you invest in further testing.

8. Watch students’ attendance/responsibility. They have a lot of appointments to keep and need to show motivation.

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LEARNING DISABILITY SPECIALIST

Qualifications

Master’s degree in learning disabilities, special education, education, psychology, educational psychology, or rehabilitation counseling; AND 4 or more units of upper division or graduate study in assessment. Training/class in learning disabilities preferred.

Two years experience teaching adults or high school students Completion of Washington Quality Initiative Learning Disabilities Training and

completion of appropriate training in WAIS III or Woodcock-Johnson III Tests of Cognitive Ability and the Woodcock-Johnson III Tests of Achievement

Responsibilities

Administer and interpret WAIS III or the Woodcock-Johnson III Tests of Cognitive Ability and the Woodcock-Johnson Tests of Achievement. Provide certification of eligibility for students tested in a written report in consultation with cooperating psychologist

Administer LD Screening Tools Provide consultation to students/teachers on learning strategies Serve as Learning Disabilities Point of Contact for adult basic education students

and students requesting services from the Disabled Student Services who have learning disabilities

Submit Requests for GED Accommodations Teach support classes in study skills, strategic learning, basic reading, writing,

and math, and self-advocacy Provide adaptive technology assistance Track student data and maintain records Present workshops to faculty and staff related to teaching strategies for

struggling students Participate in staff/division meetings

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ATTACHMENT 25

STRATEGIES for Students with Learning Differences

Basic Good Teaching Suggestions

_____Model everything-step by step – assume nothing_____Structured – direct teaching_____Small – sequential steps_____Frequent review and repetition_____Use visual organizers_____Short oral directions with visual reminders on board _____Use of guided notes or copy of notes available_____Teach how to study subject you are teaching_____Use 2 colors when writing on board_____Vary colors of handouts_____Speak slowly; allow for wait time when asking for information

Reading Strategies

_____Always give a purpose for reading_____Highlighters – one color for main idea – another for supporting details_____Use of index card for tracking _____Irlen (colored) overlays to reduce glare_____Index cards/journal to write down/review new words_____Reading by pairs _____Preview and Predict

Math Strategies

_____Draw pictures/diagrams to make problems less abstract _____Verbalize steps _____Use calculators _____Teach by using practical applications _____Repeat and repeat _____Do math homework within 1 hour of getting assignment _____Watch for key words _____Use graph paper to keep work organized _____Use lined paper vertically to keep problems organized _____Keep an example of a problem you are struggling to learn and how you solved it

Writing Strategies _____Use computer for written work – spell and grammar check ______Ask instructor for an example of a completed assignment (essay)

in order to understand what is required ______Keep a misspelled word notebook or journal ______Use an electronic dictionary when a computer is not available

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Memory/Organization Strategies

______Write down all assignments on calendar ______Use a planner to map out due dates, for the month/quarter ______Use post it notes on mirror/car, etc. for special reminders ______Track how you use your time for 2 days – then make yourself a

schedule, which has fixed study times ______Tape the class and listen again at home ______Organize notebook with subject dividers; keep materials in notebook ______Review, review, review ______Use Mnemonics ______Break down task into numbered steps ______Write down directions and check to see if correct ______Keep a daily To Do List and cross it off when done –

Use ABC strategy – A list must get done today – B within 2 or 3 Days – C is long term

Technology Suggestions

______Kurzweil Reader _______Word Prediction software – WYNN Reader _______Franklin Electronic Dictionary (with speech) _______Inspiration software – concept maps _______Text Aloud ($50) affordable! _______Tape recorder – tape classes – tape writing /then put on paper

Accommodations

____Extra time on tests_____Large Print_____Text on audiotape_____Reduced requirements (number of problems, etc.)_____Use of a calculator_____Use of a scribe _____Preferential seating

_____Advanced Handouts_____Alternative testing/Quiz arrangements_____Note taker_____Assignments recorded on tape

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LD TOOL KIT

Supplies

Magnifying bar Recipe cards and rings Highlighters Post-its Cut out book markers for tracking Comprehension bookmarks Stress balls Ruler Colored pens Rubber pencil grips Reading glasses Irlen overlays Franklin Speller with voice output Graph paper sampler Predictive tests on tape Large print tests Purchasing information on Kurzweil Reader for learning disabled students

or other low cost programs Colored markers for teaching on white boards Large size calculator (easier to read)

Some Resources

Target School Dayswww.learningdifferences.comBest Buy (for electronic aides)Irlen.com (for official color overlays)

For more information you can contact:

Judy Campbell [email protected] Gassman [email protected] Jewett [email protected]

DO-IT by Sheryl Burgstahler, Ph.D

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http://www.learningdifferences.com/

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Precollege and college students come from a wide variety of ethnic and racial backgrounds. For some, English is not their first language. Represented in most classes are many types of learning styles, including visual or auditory learners. In addition, increasing numbers of students with disabilities are included in regular precollege and postsecondary education courses. Their disabilities include blindness, low vision, hearing impairment, mobility impairments, learning disabilities, and health impairments.

Students want to learn and instructors share this goal. How can you design instruction to maximize the learning of all students? The field of universal design can provide a starting point for developing an inclusive model for instruction. You can apply this body of knowledge to create courses where lectures, discussions, visual aids, videotapes, printed materials, labs, and fieldwork are accessible to all students.

UNIVERSAL DESIGN

Designing any product or service involves the consideration of many factors, including aesthetics, engineering options, environmental issues, safety concerns, and cost. Typically, products are to be designed to be most suitable for the average user. In contrast, universal design is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design. For example, a standard door in a place of business is not accessible to everyone. If a large switch is installed, the door becomes accessible to more people, including some wheelchair users. However, applying universal design principles when a business facility is

being designed could lead to the installations of sensors that would signal the door to open when anyone approaches it, making the building accessible to everyone—a small child, a man whose arms are temporarily unavailable because he is carrying a large box, a frail elderly woman, a person using a walker or a wheelchair. When designers apply universal design principles, their products and services meet the needs of potential users with a wide variety of characteristics. Disability is just one of many characteristics that an individual might possess. For example, one person could be five feet four inches tall, female, forty years old, a poor reader, and deaf. All of these characteristics including her deafness should be considered when developing a product or service she might use.

Making a product accessible to people with disabilities often benefits others, For example, sidewalk curb cuts, designed to make sidewalks and streets accessible to those using wheelchairs, are today often used by kids on skateboards, parents with baby strollers, and delivery staff with rolling carts. When television displays in noisy areas of airports and restaurants are captioned, they are more accessible to people who are deaf and everyone else.

At the Center for Universal Design at North Carolina State University a group of architects product designers, engineers, and environmental design researchers established the following set of principles of universal design to provide guidance in the design of environments, communications, and products (Connell, Jones, Mace, Mueller, Mullick, Ostroff, Sanford, Steinfeld, Story, & Vanderheiden, 1997). They can be applied to academic

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environments, communications, and products.

1. Equitable Use. The design is useful and marketable to people with diverse abilities. For example, a Web site that is designed so that it is accessible to everyone, including people who are blind, employs this principle.

2. Flexibility in Use. The design accommodates a wide range of individual preferences and abilities. An example is a museum that allows a visitor to choose to read or listen to the description of the contents of a display case.

3. Simple and Intuitive Use. Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level. Science lab equipment with control buttons that are clear and intuitive is a good example of an application of this principle.

4. Perceptible Information. The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities. An example of this principle being employed is when television programming projected in noisy public areas like academic conference exhibits include captions.

5. Tolerance for Error. The design minimizes hazards and the adverse consequences of accidental or unintended actions. An example of a product applying this principle is an educational software program that provides guidance when the user makes an inappropriate selection.

6. Low Physical Effort. The design can be used efficiently and comfortably, and with a minimum of fatigue. Doors that are easy to open by people with a wide variety of physical characteristics demonstrate the application of this principle.

7. Sizes and Space for Approach and Use. Appropriate size and space is provided for approach, reach, manipulation, and use regardless of the user's body size, posture, or mobility. A flexible science lab work area designed for use by students with a wide variety of physical characteristics and abilities is an example of employing this principle.

Universal Design of Instruction

Universal design principles can be applied to many products and services. Following is a definition of universal design of instruction:In terms of learning, universal design means the design of instructional materials and activities that make the learning goals achievable by individuals with wide differences in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, engage, and remember. Universal design for learning is achieved by means of flexible curricula materials and activities that provide alternatives for students with differing abilities. These alternatives are built into the instructional design and operating system of educational materials-they are not added on after-the-fact. (Council for Exceptional Children p. 2)

Universal design principles can apply to lectures, classroom discussions, group work, handouts, Web-based instruction, labs, fieldwork, and other academic activities and materials. They give each

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ATTACHMENT 26

student meaningful access to the curriculum by assuring access to the environment as well as multiple means of representation, expression, and engagement (http://www.cast.org/). Listed below are examples of instructional methods that employ principles of universal design. They make course content and activities accessible to people with a wide range of abilities, disabilities, ethnic backgrounds, language skills, and learning styles.

1. Inclusiveness. Create a classroom environment that respects and values diversity. Put a statement on your syllabus inviting students to meet with you to discuss disability-related accommodations and other special learning needs. Avoid segregating or stigmatizing any student. Respect the privacy of all students.

2. Physical Access. Assure that classrooms, labs, and field work are accessible to individuals with a wide range of physical abilities and disabilities. Make sure equipment and activities minimize sustained physical effort, provide options for operation, and accommodate right- and left-handed students as well as those with limited physical abilities. Assure the safety of all students.

2. Delivery Methods. Alternate delivery methods, including lecture, discussion, hands-on activities, Internet-based interaction, and fieldwork. Make sure each is accessible to students with a wide range of abilities, disabilities, interests, and previous experiences. Face the, class and speak clearly in an environment that is comfortable and free from distractions. Use

multiple modes to deliver content. Provide printed materials that summarize content that is delivered orally.

3. Information Access. Use captioned videotapes. Make printed materials available in electronic format. Provide text descriptions of graphics presented on Web pages. Provide printed materials early to allow students to prepare for the topic to be presented. Create printed and Web-based materials in simple, intuitive, and consistent formats. Arrange content in order of importance.

4. Interaction. Encourage different ways for students to interact with each other and with you. These methods may include in- class questions and discussion, group work, and Internet-based communications. Strive to make them accessible to everyone, without accommodation.

5. Feedback. Provide effective prompting during an activity and feedback after the assignment is complete.

6. Demonstration of Knowledge. Provide multiple ways for students to demonstrate knowledge. For example, besides traditional tests and papers, consider group work, demonstrations, portfolios, and presentations as options for demonstrating knowledge.

Employing universal design principles in instruction does not eliminate the need for specific accommodations for students with disabilities. For example, you may need to provide a sign language interpreter for a student who is

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deaf. However, applying universal design concepts in course planningwill assure full access to the content for most students and minimize the need for special accommodations. For example, designing Web resources in accessible format as they are developed means that no redevelopment is necessary if a blind student enrolls in the class. Letting all students have access to your class notes and assignments on an accessible Web site can eliminate the need for providing material in alternative formats. Planning ahead saves time in the long run.

Universal design can also generate unanticipated benefits for others. For example, captioning course videotapes, which provides access to deaf students, is also a benefit to students for whom English is a second language, to some students with learning disabilities, and to those watching the tape in a noisy environment. Delivering content in redundant ways can improve instruction for everyone, including students with a variety of learning styles and central backgrounds. Employing universal design principles in everything we do makes a more accessible world for all of us. It minimizes the need to alter it for anyone.

RESOURCES

If you work at a postsecondary institution, the office that provides support for students with disabilities may be of assistance in designing an accessible course. Human resources offices of large companies and agencies may also provide assistance. Explore regional and state resources as well. You may also find the following resources useful.

American with Disabilities Act of 1990, 104 STAT.327. Available at http://www.usdoj.gov/crt/ada/statute.html

Bar, L., & Galluzzo, J. (1999). The accessible school: Universal design for educational settings. Berkeley, CA: MIG Communications.

Bowe, F.G. (2000). Universal design in education. Westport, CT: Bergin & Garvey.

Center for Applied Special Technology (CAST) http://www.cast.org/udl/

The Center for Universal Design http://www.design.ncsu.edu/cud/

Connell, B.R., Jones, M., Mace, R., Mueller, J., Mullick, A., Ostroff, E., Sanford, J., Steinfeld, E., Story, M., & Vanderheiden, G. (1997). The principles of universal design. Raleigh, NC: North Carolina State University, Center for Universal Design.

Council for Exceptional Children http://www.cec.sped.org/osep/udesign.html

DO-IT http://www.washington.edu/doit/

IDEA Center http://www.ap.buffalo.edu/~idea/BrightIDEA/

The Lighthouse http://www.lighthouse.org/

National Center for Accessible Media (NCAM) http://ncam.wgbh.org/

Trace Research and Development Center www.trace.wisc.edu/world/

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http://www.trace.wisc.edu/world/

http://ncam.wgbh.org/

http://www.lighthouse.org/

http://www.ap.buffalo.edu/~idea/BrightIDEA/

http://www.ap.buffalo.edu/~idea/BrightIDEA/


http://www.cec.sped.org/osep/udesign.html

http://www.cec.sped.org/osep/udesign.html

http://www.design.ncsu.edu/cud/

http://www.cast.org/udl/

http://www.usdoj.gov/crt/ada/statute.html

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Vanderheiden, G.C. (1990). Thirty-something million: Should they be exceptions? Human Factors, 32(4), 383-396. http://trace.wisc.edu/docs/30_some/30_some.htm

Web Accessibility Initiative, World Wide Web Consortium http://www.w3.org/WAI/

WebABLE http://www.webable.com/

National Center on Dissemination of Disability Research http://www.ncddr.org/

About DO-IT

The University of Washington helps individuals with disabilities transition to college and careers through DO-IT (Disabilities, Opportunities, Internetworking, and Technology). The National Science Foundation, the U.S. Department of Education, and the State

of Washington provide primary funding for the DO-IT project. This publication was developed with funding from the U.S. Department o.f Education, Office of Postsecondary Education (grant #P33A990042). However, the contents do not necessarily represent the policy of the Department of Education, and you should not assume their endorsement. For more information, to be placed on the mailing list, or to request materials in an alternative format, contact:

DO-IT University of WashingtonBox 355670 Seattle, WA 98195-5670 [email protected]://www.washington.edu/doit/206-221-4171 (FAX) 206-685-DOIT (3648) (voice/TTY) 888-972-DOIT (3648) (voice/TTY) WA, outside Seattle 509-328-9331 (voice / TTY) Spokane Director: Sheryl Burgstahler, Ph.D.

Copyright © 2001, Sheryl Burgstahler. Permission is granted to copy these materials for educational, noncommercial purposes provided the source is acknowledged.

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http://www.ncddr.org/

http://www.webable.com/

http://www.w3.org/WAI/

http://trace.wisc.edu/docs/30_some/30_some.htm

http://trace.wisc.edu/docs/30_some/30_some.htm

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MORE STRATEGIES AND RESOURCES

1. Individualized Strategies

Examples: Use overlays to reduce glareUse headphones while working in class to reduce distractionsUse spell check on all written workMake and keep a schedule

2. Referral

Examples: To a counselor to get medical or special education recordsTo a physician to get a referral for ADHDTo DVR to get special services

3. Universal Design for Learning/Teaching

Examples: Guided Lecture NotesVisual aides used throughout classCourse related material posted on the webStudents bring a note card filled with notes to examAll students get unlimited time on an exam

4. Accommodations granted due to documented disabilities

Examples: Extra time on tests Private areas for test takingTaped booksPriority registration

5. Free resources for text readers on the computer

For a list of free screen readers go to: http://www.thefreecountry.com/utilities/free-screen-readers.shtml

http://www.thefreecountry.com/utilities/free-screen-readers.shtml

ATTACHMENT 29

WASHINGTON LD ASSESSMENT MODEL

The Washington State Learning Disabilities (LD) Specialist is the centerpiece of the Washington LD Assessment Model. The LD Specialist provides technical leadership, expertise and any necessary diagnostic or achievement testing in order to qualify individuals for accommodations in the community and technical college system. A community college with an LD Specialist can offer students no cost/low cost assessment if the student is low income and has exhausted all other resources such as private insurance, Department of Vocational Rehabilitation, Labor and Industry, Veteran’s Administration, local school districts, etc., to aid in paying for an assessment. Formal evaluation of this nature is reserved for those students who need documentation to receive accommodations on the GED Test or accommodations in college and technical classes.

A certified LD Specialist is eligible to provide the testing needed to qualify individuals for further services. Once all the necessary tests are administered, the LD Specialist writes up the report and confers with a licensed psychologist who is knowledgeable about adults with learning disabilities. The consulting psychologist co-signs the report that contains a DSM IV diagnosis. The psychologist receives a small fee for this service (generally around $75-$150). Diagnosis of ADHD cannot be provided in this assessment process.

Definition of a Learning Disability

The definition of a learning disability as stated by the National Joint Committee on Learning Disabilities is as follows:

“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), they are not the result of those conditions or influences.” (1988). Collective perspectives on issues affecting learning disabilities.

Position papers and statements. Austin, TX: PRO-ED

Learning Disabilities usually fall within four broad categories of difficulties:

LD Specialist Training Rev 03/05

ATTACHMENT 29

Spoken language – listening and speaking Written language – reading, writing, and spelling Arithmetic – calculation and concepts Reasoning – organization and integration of ideas and thoughts

A person with a learning disability may have difficulties in one or all of these categories. A diagnosis of a learning disability must establish average or above intelligence, a severe processing problem, and a severe discrepancy between aptitude and achievement. A learning disability may range from mild to severe and can appear in a variety of ways. It is common for adults to have ADD/ADHD in addition to a learning disability.

Learning disability assessments contain adult normed standardized tests results and an intake interview which contains medical, educational, and family history in order to rule out that a student’s academic difficulties are not the result of sensory impairment, serious mental health disturbance, cultural differences, or instruction that has been insufficient.

LEARNING DISABILITIES SPECIALIST POSITION

The position of a Learning Disabilities Specialist:

Consults with campus Point(s) of Contact who have done screening and interviewing,

Administers and interprets testing instruments providing a written report in consultation with a cooperating psychologist,

Provides consultation to students and teachers on learning strategies, Serves as the LD specialist for adult basic education students and

students requesting services from the Disabled Students Services’ office who have learning disabilities,

Submits requests for GED accommodations, Teaches support classes in universal design learning, study skills,

strategic learning, basic reading, writing, and math, Works with technology center on campus to provide adaptive technology

assistance, Tracks students data and maintains records, Presents workshops to faculty and staff related to good teaching.

Becoming an LD Specialist is a big commitment. It generally takes approximately 2 years to complete the training phases and follow up requirements. Before entering the training phases, an applicant must (1) show proof of his/her minimum qualifications, and (2) purchase testing instruments

Qualifications for the LD Specialist position:

Master’s degree in learning disabilities, special education, psychology, educational psychology, or rehabilitation counseling; Four or more upper


ATTACHMENT 29

division or graduate study units in assessment. Training/classes in LD preferred.

Two years experience teaching adults or high school students Experience with adults with learning disabilities Completion of Washington LD Project Learning Disabilities Specialist Training

and completion of appropriate training in Wechsler Adult Intelligence Scale III (WAIS III) or Woodcock-Johnson III Tests of Cognitive Ability and the Woodcock-Johnson Tests of Achievement (WJ-III)

Training in the WAIS III, Woodcock-Johnson III, and as a Washington LD Project Learning Disabilities Specialist qualifies learning disability specialists to assess students seeking GED accommodations or LD services in post-secondary programs only.

The following are acceptable records of proof of qualifications:

College degrees for Master’s level College transcripts for graduate level courses Verification of employment for Adult Education experience.

Tacoma Community House will sponsor all the necessary LD Specialists’ trainings for a reasonable fee. The suggested sequence of training is:

Basic Training 1 - LDSI Intake, Screening, and Referral Model, How to take a thorough case history, statistics used in testing, basal and ceiling rules, how to request GED accommodations

Training 2 – Woodcock-Johnson III- Tests of Cognitive Ability and Tests of Achievement – Third Edition. The training will be 2 days and cover how to administer both batteries – with focus on the Achievement Battery. Practice of the tests will be assigned. A certificate will be awarded upon completion.

Training 3 – Wechsler Adult Intelligence Scale - Fourth Edition. The training will be 2.5 days and cover how to administer this test. Assignments will be made to practice this test. A certificate will be given.

Training 4 – Washington Learning Disability Specialist. This training is 2.5 days and will provide a model to assess students for learning disabilities. A pretest will be required before the training. Instruction will be given in how to interpret scores from the tests administered in order to write a report that qualifies a student for accommodations on the GED Test or in a post-secondary community technical/college setting. A certificate will be issued upon successful completion of 2 complete written evaluations. Specific training areas:

How to interpret scores on the required tests. Use of Assessment Worksheet


ATTACHMENT 29

Optional assessment tools will be featured. Suggestions will be given on how to work with a consulting

educational psychologist who will be signing off on the report. How to write a report that the student can understand along with

providing specific learning strategies. Practice in using computer scoring programs provided by the

publisher Practice in writing and submitting GED Request for Accommodation

forms Disability Legislation Co- Morbidity Professional Certification Review of Guide to Screening, Intake, and Referral Testing ESL students

Testing Model

The California Community Colleges DSP&S Learning Disabilities Eligibility Model consists of step-by-step procedures describing the assessment components, procedures and criteria from the initial referral to the final eligibility decision. The Washington State Learning Disability Model has adapted this model as its framework. The expertise and assistance from professionals in California such as Marcia Krull and Sue Norton have been invaluable. This model was chosen as it fit the following criteria set out by the original framers of the California model that we concur with.

The model should:

Use objective data Allow for professional judgment Yield reliable information Provide sufficient scope of assessment Be time efficient Be cost effective Distinguish LD from Non-LD Provide a rational basis for LD Eligibility

Components of Model

A student who has a learning disability will have at least one testing score that fits each of the following characteristics:

Aptitude – must demonstrate average or above ability Severe Processing Problem(s) Severe Aptitude – Achievement Discrepancy


ATTACHMENT 29

The model also includes a Professional Certification or Judgment process, which is a procedure used to qualify students who have demonstrated unique learning differences for services despite the lack of qualifying testing scores.

ASSESSMENT TOOLS

Required: Woodcock-Johnson III: Cognitive Ability (WJ-III) Wechsler Adult Intelligence Scales IV (WAIS-IV) Woodcock-Johnson III: Achievement (WJ-III) Nelson Denny Reading Test

Supplemental for Further Information:

Wide Range Achievement Test (WRAT III) Wechsler Individual Achievement Test - WIAT Raven’s Progressive Matrices Bateria Woodcock-Munoz – Revisada

The Learning Disabilities Evaluation follows AHEAD Guidelines and includes:

Reason for referral Background information Behavioral observations Tests administered/scores Discussion of cognitive ability and processing strengths and

weaknesses Discussion of current achievement Summary and conclusions DSM IV classification(s) Strategy recommendations which include technology suggestions


ATTACHMENT 30

LEARNING DISABILITIES FEDERAL LAWS

New Freedom Initiative (NFI)

The NFI is part of a nationwide effort to remove barriers to community living for people with disabilities.

The NFI is a comprehensive plan that represents an important step in working to ensure that all Americans have the opportunity to learn and develop skills, engage in productive work, make choices about their daily lives, and participate fully in community life.

The NFI goals are to:

• Increase access to assistive technology and technologies;

• Expand educational opportunities;

• Promote homeownership;

• Integrate Americans with disabilities into the workforce;

• Expand transportation options; and

• Promote full access to community life.

http://www.cms.hhs.gov/NewFreedomInitiative/

LD Specialist Training Rev 3-06

http://www.cms.hhs.gov/NewFreedomInitiative/

ATTACHMENT 30

No Child Left Behind Act of 2001

Increased Accountability

Under the act's accountability provisions, states must describe how they will close the achievement gap and make sure all students, including those who are disadvantaged, achieve academic proficiency.

Results and state progress objectives must be broken out by poverty, race, ethnicity, disability, and limited English proficiency to ensure that no group is left behind.

More Freedom for States and Communities - Flexibility

Under No Child Left Behind, states and school districts have unprecedented flexibility in how they use federal education funds, in exchange for greater accountability for results.

This allows districts to use funds for their particular needs, such as hiring new teachers, increasing teacher pay, and improving teacher training and professional development. Similarly, the law's consolidation of bilingual education programs gives states and districts more control in planning programs to benefit all limited English proficient students.

Encouraging Proven Educational Methods- Scientifically Based

No Child Left Behind puts special emphasis on determining what educational programs and practices have been proven effective through rigorous scientific research. Federal funding is targeted to support these programs and teaching methods that work to improve student learning and achievement.

Reading programs are an example. No Child Left Behind supports scientifically based reading instruction.

To accomplish this goal, the new Reading First Initiative would significantly increase the Federal investment in scientifically based reading instruction programs in the early grades. One major benefit of this approach would be reduced identification of children for special education services due to a lack of appropriate reading instruction in their early years.

More Choices (for parents)- Learner Options


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Students in schools that do not meet state standards for at least two consecutive years may transfer their children to a better-performing public school, including a public charter school, within their district.

www.whitehouse.gov/news/reports/no-child-left-behind.htmlwww.ed.gov/nclb/landing.jhtml

Individuals with Disabilities Education Act- IDEA

Both an education law and a civil rights law that guarantees an opportunity to learn for all students, regardless of the disability.

Guarantees the right to a free and appropriate education to all students with disabilities, ages 3-21.

Reauthorized and amended in 1997, raised expectations for children with disabilities, increased parental involvement, ensured that regular education teachers are involved in planning and assessing student progress, included children and youth with disabilities in understanding their assessments and goal setting, and supported quality professional development for those involved in educating youth with disabilities.

http://idea.ed.gov/

Americans with Disabilities Act- ADA

Civil rights legislation that prohibits discrimination against persons with disabilities.

Designed to remove barriers that prevent individuals from enjoying the same opportunities that are available to persons without disabilities.

Law requires that persons with disabilities, including those with learning disabilities, have access to and be accommodated in employment, transportation, public accommodations, state and local government activities, and communication.

ADA defines a disability as a "physical or mental impairment that substantially limits one or more of the major life activities of an individual." The ADA lists specific LD as an impairment and learning is included as a major life activity.

www.usdoj.gov/crt/ada/adahom1.htm

Section 504- the Rehabilitation Act as amended by WIA- the Workforce Investment Act


http://www.usdoj.gov/crt/ada/adahom1.htm

http://idea.ed.gov/

http://www.ed.gov/nclb/landing.jhtml

http://www.whitehouse.gov/news/reports/no-child-left-behind.html

ATTACHMENT 30

Civil rights legislation - stating that individuals with disabilities cannot be denied access to any program or activity that either receives Federal financial assistance or is conducted by an Executive agency or the Postal Service.

Eligibility is based on a non-categorical model (compared to IDEA) where eligibility is based on the functional impact of a physical or mental impairment, not just the need for special education.

Amended as part of WIA with increased attention focused on transition from school to work or post-secondary education.

www.hhs.gov/ocr/504.html

Section 508

In 1998, Congress amended the Rehabilitation Act to require Federal agencies to make their electronic and information technology accessible to people with disabilities.

Inaccessible technology interferes with an individual's ability to obtain and use information quickly and easily.

Section 508 was enacted to eliminate barriers in information technology, to make available new opportunities for people with disabilities, and to encourage development of technologies that will help achieve these goals.

The law applies to all Federal agencies when they develop, procure, maintain, or use electronic and information technology.

Under Section 508 agencies must give disabled employees and members of the public access to information that is comparable to the access available to others.

www.section508.gov

Workforce Investment Act

A comprehensive reform legislation that superseded the Job Training Partnership Act (it contains the Rehabilitation Act Amendments of 1998).

Reforms Federal job training programs and creates a new, comprehensive workforce investment system. It provided the framework for a unique national workforce preparation and employment system designed to meet the needs of the nation's businesses and the needs of job seekers who want to further their careers.


http://www.section508.gov/

http://www.hhs.gov/ocr/504.html

ATTACHMENT 30

Set the stage for FULL employment of all individuals including individuals with disabilities by integrating welfare, unemployment compensation, employment services, and training into a comprehensive system of public assistance and reform.

Key to the plan - a One-Stop Career Center System - that provides services for all population groups.

WIA requires participation of relevant programs administered by DOL, Department of Agriculture, Department of Education including the Rehabilitative Services Administration in the Office of Special Education and Rehabilitative Services (OSERS).

www.nifl.gov/lincs/collections/policy/wia.html

WIA- Section 188

Prohibits discrimination (and for our benefit here) on the basis of disability among other things.

Prohibits discrimination regarding participation benefits, and employment.

www.dlrp.org/html/guide_to/sect188_wia.html

Ticket to Work and Work Incentives Improvement Act of 1999 (TTWWII)

Ticket to Work and Self-Sufficiency Program.

Designed to bring positive changes to the lives of individuals with disabilities.

Comprehensive national initiative designed to assist people with the training and support they need to go to work by increasing their choices.

Allows beneficiaries to keep health benefits while finding employment, receiving employment training, and retaining other supportive services from public and private providers.

Late 2003 - all states and 5 territories are now part of the program that started in 2002.

1) Key Themes -- From Laws and Initiatives

Individualization


http://www.dlrp.org/html/guide_to/sect188_wia.html

http://www.nifl.gov/lincs/collections/policy/wia.html

ATTACHMENT 30

Individual Case Individual Strengths

Individual Capabilities

Individual Plans - Educational, Employment

Equal Opportunity

Accessible Programs

Accessible Services

Necessary and Reasonable Accommodations

Full Participation

Individual Empowerment

Self-Determination

Informed Choice

Active Participation

Points to Consider:

The executive summary of the NFI states that there are over 54 million individuals with disabilities (20 % of the U.S. population).

The NFI also states that about 70% of individuals with disabilities are unemployed

Literacy is the foundation upon which a strong economy is built.

Percentages of individuals with learning disabilities in adult education programs are somewhere between 30-80%.

Looking at Evidence-Based Practices

Direct Instruction

Individualized Instruction


ATTACHMENT 30

Multi-sensory Approaches

Using Tools That Work

Phonological Awareness Strategy Instruction

Potential Points to Consider for Policy Development:

Service Delivery- Enrollment

Diagnostic Testing- Documentation

ESL Students and ESL/LD

Accommodations

Instructional Procedures and Methodologies

Evidence Based Practices

Materials and Resources

Determining Appropriate Educational Placement

Professional Development

Partnerships - Collaboration

Transition Services

Data Collection

Confidentiality

www.dol.gov/odep/pubs/ek00/ticket.htm


http://www.dol.gov/odep/pubs/ek00/ticket.htm

Documents

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