Serving Adults with Special Learning Needs

Screening and Individual Learning Plans:
An Approach to Serving Adults
with Learning Difficulties at Del Mar College

In the field of adult education, serving students with special learning needs has developed into a passion in my life. As an adult education instructor at Del Mar College in Corpus Christi, Texas since 2001, I have seen how learning difficulties have seriously impacted students. Recently, our program introduced a new learning system that provides additional services to individuals that have learning differences. When I was offered the position as Learning Difficulties Screener, it opened the door to greater opportunities to learn more about the struggles, issues, and concerns that many of our adult students face. In conducting a variety of screenings, I have been met with some very interesting and challenging discoveries. Some of these discoveries have raised much awareness on the issue while other findings have been tremendously rewarding.

Recognizing a learning challenge may not come as a surprise to many adult education instructors. GED teachers are keenly aware that every student that walks through the classroom door for the first time has obviously experienced some type of difficulty along their path to learning. While some students eventually succeed with a certain amount of instruction, there are others who experience great challenges and difficulties in learning basic academic skills. These individuals then require that their special needs be addressed to further prevent future failure. Therefore, an intervention system must be set in place.

Many of the students at Del Mar College’s Department of GED Instruction possess some sort of difficulty in focusing on basic learning skills. These students seem to have trouble concentrating or listening, and therefore, experience trouble with focusing and staying on task to complete their work. Their attention seems to move on to something else or slowly drift off to other thoughts. This attention difficulty results in a lack of concentration, and if they do manage to stay on task, it is only for short periods of time. Adult students with learning difficulties may also display impulsive or hyperactive behaviors as well as trouble processing information. These problems may further lead to a multitude of other difficulties such as depression, low self-esteem, resentment, blame, or substance abuse. Of course all these factors often lead to improper or negative thinking processes that result in poor study habits.

As a new LD screener and in conducting the intake portion of the screening process, I have discovered that learning difficulty patterns often run in students’ families and may be inherited. Individuals who struggle with learning difficulties usually cannot understand or figure out why they are constantly out of step with peers or why they experience trouble in meeting academic goals. I have also learned that while this type of behavior may be labeled by many as irresponsible, it is not done purposefully or intentionally by the student.

I have found that learning difficulties often result in fear and anxiety for the adult student. Lack of self-esteem, frustration, discouragement, and disillusionment often results in further failure. As a teacher, I have found that as I conduct academic lessons, I must also factor in an enormous amount of encouragement and motivation. In order to have a solid understanding of the issues and struggles that individuals with learning difficulties face, empathy, understanding, and compassion are essential in order to reach students. In order to become an effective teacher and LD screener, I must have a sincere desire to walk the path and feel the pain that students with learning difficulties journey through every day of their lives. It becomes necessary for me to enter their world and attempt to help an individual find ways to overcome the fear and anxiety he or she may experience about learning.

This is where it becomes important to identify and address the specific learning needs of students. The screening process which we implemented in July 2006 examines whether an individual has vision or hearing problems. We also, through a series of screening questions, determine if an individual requires learning aides such as colored overlays for reading black print on white pages. We then discuss techniques and strategies to overcome barriers in goal attainment due to attention difficulties. These are then implemented. Together with the student and his or her instructor, I develop an Individual Learning Plan using alternative learning methods. Through the combined efforts of the student, the teacher, and me, we establish a special bond which provides the student with the special attention that many have never experienced. This special attention then acts as a confidence builder for the student. He or she often builds an “I can do it” attitude. This in itself is the single most important reason I enjoy the world of Adult Education.

Of course, none of these strategies becomes a “cure-all” for a student, but it is the process itself that becomes the product or result. I find great satisfaction in knowing that when a student with learning difficulties faces the world with a new way of thinking, and he or she turns a negative attitude into a positive one, the road to success has been established. While other difficulties may yet exist in the student’s future, the newly found confidence and courage are valuable tools that can be used to overcome the barriers that lay ahead.

As a new screener, I realize that there is much more to learn and that it is paramount for teachers to be trained and empowered to better help students with identified special needs.

Daniel Zamora, Jr. is the Learning Difficulties Screener for the Department of GED Instruction at Del Mar College in Corpus Christi, TX. Under the directorship of Chris Palacios, he also teaches daytime ABE/GED classes and is involved in the statewide field test for the Texas Adult Education Standards Project. Mr. Zamora holds a master’s degree in psychology and counseling from Texas A&M University Kingsville. He enjoys the rewards of seeing his students succeed and move on to higher education, job promotions, or the military. As a new LD screener, he is excited to learn more about the world of the LD adult and implement existing methods currently being used in this field.