These are interesting stats. Where are they from? They seem inflated,
given other references and research I have seen.

 

Howard D.

 

________________________________

From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov]
On Behalf Of PowerPath at aol.com
Sent: Tuesday, November 20, 2007 9:37 AM
To: ryanryanc at yahoo.com; assessment at nifl.gov
Subject: [Assessment 1066] Using TABE with Literacy and ABE students
-Guidelines for Inclusive Test Admin!!!

 

Ryan - in response to your inquiry about using the TABE test in a
literacy program, based upon our recent research (4,567 adult education
and literacy students from 13 states in 108 programs, 2003 - 2006) on
the incidence of special learning needs in adult education here are some
things I think you should be thinking about:

1.  About 4-5 out of every 10 adults in literacy and basic education
programs have a vision function problem - mostly near vision and
binocularity (using the two eyes together for sustained reading).

2.  Between 7 to 8 out of every 10 adults in literacy and basic
education programs have attention challenges and will begin to loose
comprehension and struggle with time-on-task.

3.  About 8 to 9 out of every 10 adults in literacy and basic education
programs have issues with bright overhead lights, white paper and black
letters (too much glare, letters move or go in and out of focus,
difficulties with following lines within paragraphs AND great difficulty
with filling in bubble sheets accurately) - the TABE is on white paper -
has black letters and uses a bubble sheet answer form.  This key (and
little known) learning challenge is call visual stress syndrome (VSS) or
scotopic sensitivity.

4.  About 4 out of every 10 adults in literacy and basic education
programs already have a diagnosis of 'Learning Disability' with about 6
to 7 out of 10 that could, if not already, be diagnosed as having a some
type of learning disability.  We all know the legal issues re: ADA,
IDEA, Section 504, etc., and the need to provide accommodations and
adaptations...right?

Consequently, in administration of the TABE there are some key issues
that must be addressed OR the adult learner will not be able to
demonstrate 'what they know' on the TABE due to the way the test
materials are presented.

CTB McGraw-Hill (publisher of the TABE) has known that there needs to be
special accommodations and adaptations made for adults with special
learning needs - most of which could be ID'd as 'disabilities' if the
resources were available for neuro-psychological testing.  EVEN without
such diagnostic testing being available for a formal diagnosis, CTB
McGraw-Hill has a created a set of accommodations and adaptations for
inclusion of all adults to better show what they know on the TABE test.

The Guidelines for Inclusive Test Administration IS NOT often referred
to by either TABE trainers, in TABE materials or by the CTB McGraw-Hill
sales force....so, this document isn't widely circulated - BUT IT DOES
EXIST! 

The Guidelines have been included as part of the conversation in
conference sessions in adult education via The National Association for
Adults with Special Learning Needs (NAASLN) at both NAASLN conferences,
as part of preconference information in NAASLN sponsored
pre-conferences, and in NAASLN conference sessions tracks at COABE and
CEA. 

Below is the link to this Guide.  I believe it is a huge disservice to
all of our literacy and adult basic education students/customers IF
ACCOMMODATIONS and ADAPTATIONS ARE NOT MADE POSSIBLE in ALL learning
situations and especially in testing.


Guidelines for Inclusive Test Administration 2005
http://www.ctb.com/articles/article_information.jsp?CONTENT%3C%3Ecnt_id=
10134198673254933&FOLDER%3C%3Efolder_id=1408474395222381&ASSORTMENT%3C%3
East_id=1408474395213825&bmUID=1195562339042

Laura Weisel, Ph.D.,
Clinical Services
The TLP Group*
PO Box 21510
Columbus, OH  43221
614.850.8677
dr.weisel at powerpath.com

*The TLP Group is a social entrepreneurial company that uses traditional
entrepreneurial principles to organize, create, and manage ventures for
creating needed social change to address recognized social problems.
The social entrepreneurial company often tackles social problems that
have not been successfully solved by traditional government or nonprofit
initiatives.    

The TLP Group works in partnership with state departments, universities,
colleges, communities, community providers and institutional providers.
By combining the best of talents, the most effective use of resources,
and the latest evidence based research, The TLP Group is dedicated to
making a dramatic impact on service delivery and client outcomes.








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