issues surrounding the assessment and learning development of older ld students dr john worthington...

Issues Surrounding the Issues Surrounding the Assessment and Learning Assessment and Learning Development of Older LD Development of Older LD

StudentsStudents

Dr John Worthington Dr John Worthington

Educational Consultant and PsychologistEducational Consultant and Psychologist

© Text, format, graphics and data Copyright Dr John Worthington all rights reserved 2003 © www.jweducation.com

Aims of the PresentationAims of the Presentation

To refresh our understanding of the definition and the reality of Learning Disability, ‘what it is and what it is not’

To track the ‘development’ of how learning disability presents itself in learners from preschool through to adults

To understand the role and limits of the assessment process in identifying and supporting LD individuals


The Defining MomentThe Defining Moment Learning Disability

Prevalence

Learning, social, emotional, financial and community consequences

Whose fault is it that these students don’t learn?


Case StudyCase Study

Consider this:A male student enrolls late in first term with anapparent poor academic record he reports he hadADD and is on medication. You gather from hisage he might well have repeated at some stage.

What are your options?

What are the issues?


What we know about these What we know about these studentsstudents

They do have a history They will have been assessed, possibly

several times They should have some type of Guidance

File Make up a History Grid to track back in

time as far as is possible Get as much documentation as possible

What are the pitfalls?What are the pitfalls?

Don’t accept that you are the first to learn or be told the student has problems

Don’t imply the student, their parents or previous teachers are to blame

Don’t accept vague, alternative or undocumented diagnoses (e.g. ADD, ADHD, Dyslexic, coloured glasses)

Check the timing of information against the History Grid

Check that the ‘specialist’ who diagnosed is working in his/her area of expertise

Respect privacy Don’t say it is too late for the student and that nothing

can be done to help

Definitions Of Learning Definitions Of Learning DisabilityDisability

Specific Learning Disability

Learning disabled pupils are those who demonstrate a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury., minimal brain dysfunction, dyslexia, and developmental aphasia… The term does not include learning problems that are primarily the result of visual, hearing or motor disabilities, of mental retardation, of emotional disturbance or of environmental, cultural, or economic disadvantage. (P295)

(Salvia, J. & Ysseldyke, J. E. (2001). Assessment-Eight Edition, Boston, Houghton Mifflin)


Definitions Of Learning Definitions Of Learning DisabilityDisability

Learning DisordersLearning Disorders are diagnosed when the individual’s achievement on individually administered, standardized tests in reading, mathematics, or written expression is substantially below that expected for age, schooling, and level of intelligence. The learning problems significantly interfere with academic achievement or activities of daily living that require reading, mathematical, or writing skills. …….. Substantially below is usually defined as a discrepancy of more than 2 standard deviations between achievement and IQ. (p. 46)(Diagnostic and statistical manual of mental disorders – Fourth Edition. (1994). Washington, American Psychiatric Association)


CausesThere may be underlying abnormalities in cognitive processing, genetic disposition, lead poisoning, fetal alcohol syndrome, premature birth with delayed development

PrevalencePrevalence of Learning Disorders range from 2% to 10% depending o the nature of the assessment and the definitions applied (Diagnostic and statistical manual of mental disorders – Fourth Edition. 1994).

What is LD (Learning Disability)What is LD (Learning Disability)


Differential diagnosis and associated disordersAdults have significant difficulties in employment or social adjustment. LD is associated with other disorders such s Conduct Disorder, Oppositional Defiant Disorder, ADD & ADHD, Major Depressive Disorder etc.

What is LD (Learning Disability)What is LD (Learning Disability)


What does Learning Disability What does Learning Disability look like?look like?

((Learning Disability in the younger Learning Disability in the younger child)child)

Significant History: A general parental concern prior to or shortly after the start of formal schooling. Little or no interest in play reading or writing but may like being read to. Slow to take on and have an interest in letters (names and or sounds) and may struggle to distinguish between digits and letters, and does not notice differenced in letter orientation d/b/p/q etc.

Figure 1. Spelling / writing sample of five year girl with possible (future) Learning Disability.


61

7072

60

85

77

57

66

84

72

48

68

60

Skill Areas TestedC. Age

SIT-R3PPVT-III

EVTTACL-R SI

TACL-R SIITACL-R SIII

VMI-IVTVP

WIAT-II LCWIAT-II WR

WIAT-II MRWIAT-II NO

0

20

40

60

80

100

Performance Compari sons (approximate)DEVELOPMENTAL LEARNING PROFILE (DLP)

Figure 2. Developmental Learning Profile of 5 year girl with indications of Learning Disability.


Learning Disability in the younger Learning Disability in the younger childchild

What Does Learning Disability What Does Learning Disability Look like?Look like?

((Learning Disability in middle and high Learning Disability in middle and high school)school)


Figure 3. Spelling / writing sample of 12 year old boy with a Learning Disability.

Significant History: On going parental concerns up to current year 8 (N.S.W.). Strong family history of LD. Student attending an ‘international school’ with good technical resources but variable quality teaching.

Figure 4. Developmental Learning Profile of 12 year 2 months old boy with evidence of Learning Disability.

146142

127129

107

117

104

91

135

155

68

108

116

104

120


K-BIT VocabK-BIT Matrices

PPVT-IIIEVT

TACL-R SI+TACL-R SII

TACL-R SIIIVMI-IV

TVPWIAT-II PD

WIAT-II WRWIAT-II RC

WIAT-II SpWIAT-II NO

0

20

40

60

80

100

120

140

160

Performance Comparisons (approximate)DEVELOPMENTAL LEARNING PROFILE (DLP)


L D in middle and high schoolL D in middle and high school

What does Learning Disability What does Learning Disability look like?look like?

The Learning Disabled adultThe Learning Disabled adult

HI my name Peter ******* i have a bisnes calld ****************. IT is a up and growing bisnes Iam having to realy on uther people to help me with the odves my spelling i am fourty years old and i am getting verry frustrated with this problem and i am wundering if you can help me in aney way .I want to be able to send my owne iemails and not have to reliy on any body els.I fill that my bisnes would grow a lot qiker if i can get over this problem . hope to see you soon cind regards Peter.

Figure 5. Extract from Email November 2003


The learning disabled adultThe learning disabled adult

Figure 6. Spelling sample (22/08/2003) of 22 year 5 month old woman who had completed High School in Brisbane in December 2001.


Significant History: ESL

arrived in Australia at age 12 years. Attended two state high schools in Brisbane after intensive ESL teaching. Repeated three times (years) and left high school aged 19 years. Said much of her assignment work was done by her older siblings. Left high school with a range of participation ‘certificates’ struggling to cope with basic literacy courses at TAFE.

Figure 7. Developmental Learning Profile of woman aged 22 year 5month showing consequences of mild intellectual impairment and Learning Disability

269

100105 107 108 110

116

134

107

84

116

9688

96


K-BIT MatricesPPVT-III

EVTTACL-R SI+

TACL-R SIITACL-R SIII+

VMI-IVTVP

WIAT-II PDWIAT-II WR

WIAT-II RCWIAT-II Sp

WIAT-II MR

0

50

100

150

200

250

300

Performance Comparisons (approx imate)DEVELOPMENTAL LEARNING PROFILE (DLP)


The learning disabled adultThe learning disabled adult

Key Issues in Managing LD at Key Issues in Managing LD at the School Levelthe School Level

Identification of possible at risk students Managing parental concerns, guilt, anger

and blame Assessment and appraisement of LD

students Identifying resources to support LD

students within high schools Acknowledge the problem presents a

‘challenge’ the student and the school© Text, format, graphics and data Copyright Dr John Worthington all rights reserved 2003 ©

www.jweducation.com

OVERVIEW (Assessment)OVERVIEW (Assessment)

What is assessment School based assessment

Parental ‘assessment’

Employer assessment

Standardized assessment


Resources to support LD students within high schools

Sound standardized assessment practices Appraisement Portfolio Assessment Flexibility in subject selection and numbers of

subjects Use of technology including word processing,

voice activated typing and the systematic use of ‘track changes’

People resources (counselling, peers, special interest resource people)


Linking to post school optionsLinking to post school options

Objective standardized assessment Complete History Grid Copies of relevant reports Current help (inside and outside school) Current standardized assessment including IQ,

language, and academic attainments Planned reviews consider trajectories

Portfolio assessment Include student selected work samples School reports and student comments


What is standardized What is standardized assessment?assessment?

Standardized assessment forms one part of gaining an understanding of an individuals functioning in one or more areas of ability, skills an behaviour.

Standardized test are highly structured instruments which allow the observation of an individuals’ performance. The ‘result’ achieved is then compared to the performance of a group judged to represent the population (from which that individual has come).


Developmental Learning Developmental Learning Profiles (DLP)Profiles (DLP)

Developmental Learning Profiles (DLP’s) are formed by systematically applying a range of standardized assessments over time. They allow for the identification of different learners (such as individuals with LD), and for the observation of learning trajectories and making ‘predictions’.


Developmental Learning profile Developmental Learning profile (DLP)(DLP)

1

5

9

50

60

70

80

90

100

110

120

130

Age equivalentsin months

Regular observationStages

Full DLP data for David acadenic and non academic

Group Mean Age Chronological Age Peter WIAT BR Mean Age Equ WIAT BR Age Equivalent Peter

WIAT RC Mean Age Equ WIAT RC Age Equivalent Peter WIAT Sp Mean Age Equ WIAT Sp Age Equivalent Peter

WIAT MR Mean Age Equ WIAT MR Age Equivalent Peter Daberon-2 Mean Age Equ Daberon-2 Age Equ David

PPVT-III Mean Age Equ PPVT-III Age Equ David EVT Mean Age Equ EVT Age Equ David

TACL-R Mean Age Equ TACL-R Age Equ David VMI-IV Mean Age Equ VMI-IV Age Equ David

Figure 6.5 Complete Developmental Learning P rofile (DLP ) of academic and non academic skills (David). Data are displayed in colour columns, the first two columns on the left shows the group mean chronological age Stages 1-12 and David'schronological age Stages 1-12. The remaining columns show the mean age equivalent scores in months for the group Stages 1-9 and David's age equivalent scores for the assessments listed in the table above. Note the scores at Stages 10 and 11 have been estimated using the actual scores at Stage 9 and 12.


Realistic ResourcesRealistic Resources Most post secondary institutions (TAFE,

universities) have specific policies designed to insure the equitable support of students who identify themselves as having a special need such as LD.

Often these institutions require some ‘independent’ assessor to define and diagnose the nature and severity of the disability.

Additional funding is usually available for identified students and this funding can be used to provide additional tutoring and equipment (e.g. computer programs)


What are the key outcomes of What are the key outcomes of reviewing the issue of LDreviewing the issue of LD

That these student do exist and that they will ‘progress’ through high schools and beyond

That they have a history which can inform the process

That they will suffer additional emotional, social stress because of their LD

That they can learn and do better in the long term if they remain at school doing meaningful things

They need to be ‘assessed’ and monitored and that their ability is a significant factor in their survival

That their slow rate of learning is not their fault or the fault of their parents or teachers


issues surrounding the assessment and learning development of older ld students dr john worthington...

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