[LearningDisabilities 1167] Re: Incidence of Special Learning NeedsandLD - #2Gerald Frisby frisbyg at dbcc.eduWed May 2 15:04:38 EDT 2007
Thanks so much,Alan >>> Alan Toops <alantoops at cs.com> 5/2/2007 12:07 PM >>> Gerald, As the co-author of a Focus on Basics paper on the Incidence of special learning needs in Correctional Education programs, our data also supports the information you outlined in your message: Certainly the information should give cause to think about several issues: What does the data imply about screening for differences? Does the data support the need for complete LD diagnosis or support a more holistic systems piece that changes the nature of instruction, moves the student into a role as the "owner of learning" provides simple and effective interventions that the student can use in everyday life and moves the student into a self sufficient advocate for their needs? Does the data illuminate the vast differences between those that may need a diagnosis and the apparent majority that simple need a different way to be supported in their efforts to learn? I am sure there are many other questions that the data should prompt us to generate, certainly food for thought! Alan Toops Executive Director Ohio Literacy Network On Apr 30, 2007, at 9:14 PM, Gerald Frisby wrote: > An incredible experience!! Thanks to all of you. > >>>> <PowerPath at aol.com> 4/30/2007 10:53 AM >>> > Rochelle - and LD Listserv Participants: > Many thanks to all of the listserv readers that contacted me > personally > about > the study on the incidence of special learning needs that I began to > share > prior to the great Washington State dialogue. It was great to hear > from so many > of our colleagues that are interested in knowing who, how many, and > what are > the tangible learning issues/challenges of the participants we serve. > > In light of the LD Listserv conversations of the past month and the > discussion re: Washington state's service delivery system for LD, I > wanted to continue > sharing the incidence of special learning needs from our study of > nearly > 5,000 the adult basic, literacy, and one-stop participants, from 13 > states, 108 > programs, 2003 - 2006. > > A quick review of some of the key descriptive statistics derived from > personal interviews with nearly 5,000 participants (see LD listserv > #1074 for > additional descriptive statistics) includes: > > o 20% employed / 45% receiving public assistance > > o 20% stated they had a disability > o 34% stated they had been tested for LD > o 39% were told they had a LD > o 41% stated they were in special education or had been given > special > help > in school > > o 26% stated they had health problems that could interfere with their > > learning > o 31% had family members with LD > > o 33% read at 8.0 and above > o 38% read below 3.9 > > o Nearly 40% have previously entered and left an adult education > program > without accomplishing their goals > > The incidence of special learning needs, derived from > administration of > > standardized screenings include: > > o Over 45% of the participants were found to have visual function > weakness > and in need of a referral to a vision specialist. Participants were > screened > with their glass on. The greatest weakness was noted in binocularity > - using > the two eyes together …alignment, focusing, moving, working together > for > sustained reading or other visually-dominated tasks. > > o About 40% were identified as having a hearing loss in one or both > ears (on > a pure tone sweep frequency screening). > > o Nearly 80% were identified as having attention difficulties > (mild to > > severe). This includes aspects of attention difficulties such as: > impulsivity, > distractibility, hyperactivity, short attention span, over > sensitivity, > > difficulties focusing and completing tasks, need for stimulation, > social immaturity, > and need for supervision. > > o Ninety (90%) percent of the participants have mild to severe visual > stress > syndrome. Participants responded to as series of questions and tasks > that > target how light affects vision for academic work and daily tasks. Two > thirds - > 66% -- identified as moderate to severe symptoms. Visually stress > syndrome > was previously referred to as scotopic sensitivity or light > sensitivity. > Participants' responses indicated that words move on the page, swirl, > go in and > out of focus, eyes water and want to close when reading black letters > on white > pages under bright overhead lighting. Most participants want to turn > off > bright overhead lights and prefer low indirect light for reading, > academic work, > in an employment situation, and for daily tasks. > > o 45% demonstrated weaknesses in visual motor integration - i.e., > copying > o 38% demonstrated weaknesses with auditory comprehension (facts and > inferences) > o 46% demonstrated weaknesses with short-term auditory memory (random > > numbers and words in context) > > What questions about service delivery, special learning needs, and > learning > disabilities need to be asked in light of the LD listserv dialogue of > the last > few weeks and the upcoming conversation on service delivery for LD in > Washington State? > > If: > o learning and demonstrating knowledge of academic/employment > information > and skills, > o acquiring critical thinking, planning, organization, time > management, > setting priorities, and transferring learning from one situation to > another, > o knowing when and how to implement needed accommodations and > learning > > strategies, > o personally knowing how to ask for what is needed to succeed, > o incorporating the elements for building participants who will > persist in > our programs (see John Cummings & NCSALL research on persistence) > ……is what adult basic and literacy education is about… > > Then, what must a service delivery system (and its staff) do to > identify and > address ALL of the special learning needs...many which may be the > underlying > issues of what looks like LD? This obviously isn't about a few of the > > participants…but…almost all of our adult basic/literacy participants! > > This really is about OUR - as an educational system's - 'second > chance' to > help participants thrive, succeed, persist, and make successful > transitions to > post secondary education and sustained employment. What is the cost > OUR not > being successful? > > Laura P. Weisel, Ph.D., > The TLP Group > PO Box 21510 > Columbus, OH 43221 > 614.850.8677 > dr.weisel at powerpath.com > > > > ************************************** > See what's free at http://www.aol.com. > ---------------------------------------------------- > National Institute for Literacy > Learning Disabilities mailing list > LearningDisabilities at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/learningdisabilities ---------------------------------------------------- National Institute for Literacy Learning Disabilities mailing list LearningDisabilities at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/learningdisabilities
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