Inquiry Project Proposal/final report
Debra Blaine, Lynn FoleyProvidence Adult Education
Using what we learn through the training series on Supporting Adults with Learning Disabilities and Other Special Learning Needs (Neil Sturomski and Nancie Payne), will we be better able to identify learning disabilities in our ASE and ESOL students?
What We Hoped to Accomplish
We hoped that this training, plus outside research, reflection, and collaborative discussion would help is to determine if studentsı problems were a result of literacy issues, ESOL issues, lack of schooling, and/or learning disabilities. Once determined, we planned to use our training to help these students be successful in school.
In many ways, the training did help both of us. Identifying strengths and weaknesses, discussing learning styles, using informal classroom accommodations and teaching strategies, and referring students was an ongoing process. We were able to employ different techniques and collaborate on the problems and effectiveness of each. The one thing that we couldnıt use in both classrooms with our ESOL students was the identification/screening tool. We will write about the identification process we used and if it helped is accommodate those students that needed help. This inquiry project will not elaborate on the many strategies used with these learners.
Process
We quickly realized that a large part of the training could not be used with ESOL students. While the teaching strategies and classroom accommodations worked, the screening tool was too difficult and culturally bound for ESOL students. We began to research for other LD/ESOL screening tools and found that there were very few available. Through research, we found the work of Robin Schwarz and used her screening test with success.
First, it is important to understand that there are many factors, which may interfere with learning a second language. None of the following factors indicates a learning disability.
1. Some learners have a very difficult time learning a new language. This does not mean that they are learning disabled. The main difference here is that a student without LD will improve over time while a learning disable student will not improve.
2. Limited previous educational experience in their own country may slow progress in learning.
3. A different (non-Roman) alphabet and/or change of direction in reading presents special challenges for some ESOL students.
4. Problems with work, family, health, age, stress of culture shock, and past trauma can all interfere with learning.
While these problems are real, the non-disabled learner will improve over time.
For those students who donıt improve, an assessment of some sort is necessary. Unfortunately, there is no single LD screening tool that works with adult ESOL students. Standardized tests and inventories are designed for native English speakers. Concepts and language may not translate into the student's first language. Robin Schwarz states that before testing of any kind, the instructor should consider the following 5 questions:
1. Has the problem persisted over time? This student may have been in class for 6 - 12 months and shown very little progress. Sometimes, talking with the student may reveal that there were difficulties in the first language as well (though this is not always true).
2. Has the problem resisted instruction? Like question #1 above, for an LD student, the problem does not improve over time.
3. Does the student show a pattern of strength and weaknesses in class? The student may be fluent, but have trouble in grammar/spelling, reading and writing. The opposite may be true as well.
4. Does the student show a pattern of strengths and weaknesses outside of class? The student may have a highly skilled job, (mechanic, painter, carpenter, etc.) and a full life. He/she is intelligent, yet cannot succeed in the classroom.
5. Is the problem preventing the student from achieving some academic goal? For many ESOL learners, an academic goal is unimportant at the beginning of their English language learning. Needing success at work and in everyday life are more pressing concerns. For these students, accommodations in the classroom are enough. Formal testing is not indicated here, it is expensive, and for some of these students, humiliating
.If the answers to all 5 questions are affirmative, there probably is a learning problem that should be investigated.
Additional suggestions:
1. Interview the student: Finding out about a studentıs past educational long-standing problems. This must be done tactfully. In some cultures, at worst, it is a stigma. Many learners were forced to leave school early because they couldnıt learn. It is important not to use the word "disability" when interviewing ESOL students.
2. Collect information about the learnerıs work. Past teacher feedback, assignments, writing samples, other assessments, etc. will help you find clues and document problems as they continue over time.
3. Advise students to get an eye exam or hearing exam if you think the learning problems are related. Sometimes, what looks like a learning disability is cleared up with new glasses or a hearing aid.
Once these steps are in place, there are many instructional strategies and informal accommodations the teacher can use. Having the student be a partner in this process can lead to success. Formal accommodations are also available, but for our student population, this hasnıt been necessary.
Throughout this process, there were three students (2 in Lynnıs class and 1 in Debra's) whom we felt had learning disabilities. They all fit the profile (yes to all 5 questions).
Further discussion with Debra's student indicated a possible hearing problem. He refused to go for a hearing test, but did move to the front of the room. That move, plus other small changes, has helped him improve.
Lynn administered the Payne Learning Needs Inventory (PLNI) with two of her students whom she suspected of having learning disabilities. The results for one of the students indicated that there were some learning difficulties.
Minor classroom accommodations were made and strategies were given to the student. Through awareness of her learning strengths and weaknesses, this student has moved out of Lynn's ASE class and into a GED class. She has since passed 2 of her GED tests.
Not all problems are so easy to resolve, but these 5 questions and suggestions are easy to use, a good starting point, and seem to validate teacher's suspicions.
We feel that even though we had to change our inquiry questions, the LD training with Neil and Nancie gave us a foundation and got us started on the right track. Discussing problems and solutions with each other gave us the clarity and support we needed.
Debra Blaine, Lynn Foley
June 28, 2001
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