Laura’s NAASLN studies confirm other studies that have made plain just how many students suffer from vision and hearing problems, problems that may often misdiagnosed as an LD or low intelligence. See the article “Who Belongs in College: A Second Look” by Carlette J. Hardin. A study by Hiett in 1987 showed that after screening was done, “65% of the students enrolled in developmental courses had visual problems that had never been detected. Another 54% of the students had a hearing loss, while 41% of the students had both visual and hearing problems. Is it such a shock that these ignored students encountered academic difficulties?”

Stephanie

 

 

 

From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On Behalf Of PowerPath at aol.com
Sent: Friday, February 06, 2009 7:13 AM
To: assessment at nifl.gov
Subject: [Assessment 1724] Re:   Transitions Discussion Final Day!

 

Good morning!   I have been very interested in the conversation this week as I will be facilitating a preconference session at COABE for NAASLN (National Association for Adults with Special Learning Needs) on transition programs and the underlying issues re: long-term learning barriers that, if not acknowledged, identified, and addressed, will likely interfere with successful persistence and limited learning success.  

We would really like to have you participate in the preconference dialog and, what will no doubt, be a learning-filled day of meaningful conversations.  The highly interactive session will model facilitation techniques that can be used to 'change-up' transition classes and move them to a learning community.  Representatives (from state-level administrators to instructors to learning specialists) from 5-7 states will be presenting their experiences.

I am interested in finding out if:
- anyone is looking at brain-based and functional learning challenges are being looked as underlying barriers to persistence,
- how these challenges are being addressed,  
- other than universal design - how programs are engaging transition students and helping them become their own personal advocates so that they can know how to adapt college learning environments to meet their unique learning needs
-  how learning communities are being created and used in place of either the learning center or traditional instructor-led learning modalities?


I have been working with some programs to begin looking at transition students' learning challenges.  To date, our data base is small to date, but very interesting and more data is being collected every day.  

In our preliminary data on transition students, the demographics of the group looks like:  
average age about 27; 50% female; 80% high school graduates; 50% receiving public assistance; 64% were identified as LD in school); native English speakers. 

Our screenings found:
•  About a third of the group wears glasses.  
When screened for vision functions (normed, standardized screening), those who had glasses were asked to wear them during the screening, here is what we found:
-  33% had difficulties with distance vision (seeing a black/green board)
-  50% had difficulty with near vision (seeing written materials at reading distance), and 
-  50% had difficulty with binocular vision (using two eyes together for sustained reading, etc.)

When screened on a standardized and normed auditory function screening - using an audiometer, 
•  Nearly 80% had some hearing loss

•  On a standardized self-rating scale for attention challenges:
- 33% self identified having moderate to severe attention challenges (impulsivity, distractibility, hyperactivity, difficulty focusing to complete tasks, difficulty with taking feedback as personal criticism, etc.); 
- an additional 55% identified themselves with mild to moderate attention issues

•  On a standardized self-rating scale for Visual Stress Syndrome:
-  81% identified that they had moderate to severe visual stress syndrome - i.e., eyes want to close under bright lights, there is too much glare from white pages with black letters, words and numbers move and/or swirl on the page, can't stay focused on reading materials as longer lengths of time make the words being to go fuzzy, can't keep track of responses on bubble sheets for standardized testing, too much glare from 'normal' contrasts on computer screens, difficulty copying from a workbook or board to paper, etc.).

Interesting?  What are you finding?

Laura Weisel




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