ONGOING TRAINING AND PROFESSIONAL DEVELOPMENT PLAN FOR STUDENTS WITH LEARNING DISABILITIES

Presented on August 21, 2006 during a statewide TETN
By Neil Sturomski
Notes presented during the TETN

Training must relate to Adult Education Programs such as:

• Individuals who had no educational opportunity
• Individuals who had poor education
• Individuals who lack specific learning abilities
• Individuals who do not learn by traditional means
• Individuals who are English as a Second Language (ESL) students

Professional Development is a continuing process which includes these activities:

• Workshops
• Independent Reading
• Practice
• Collaboration
• Researched effective instructional practices
• Latest researched information – to practice
• Varied Techniques
• Interventions
• Resources

Systems Change has to occur from the:

• Top Down
• Bottom Up

Bridges to Practice is an excellent foundation; it provides a start – an Overview for a basic understanding of special needs and learning disabilities.

Bridges to Practice sets the stage for the long-term training:
Effective Instruction in Adult Basic Education for all Students: Including Those with Learning Needs.

The overall Professional Development Plan (which is tentative) for long term training is:

1st Year:
Four (4) Sessions, 12 Days over 9 months to a year for up to 40 participants. They become leaders in special learning needs and effective instructional practices.

2nd Year:
Four (4) Sessions, 12 Days over 9 months to a year for up to 40 participants, plus 10 Trainers will be trained to continue this training in subsequent years. The 10 Trainers will be chosen from the first group of instructors trained in the first year.

The overall goals are to assist adult educators in:

• Identifying and using effective instructional practices and accommodations so adult learners can maximize their potential and reach their goals.
• Recognizing and understanding special learning needs, including learning disabilities.
• Recognizing self-esteem and social skill issues and providing ways to foster development in these areas.
• Recognizing the importance of teacher-student partnerships.
• Learning to use and apply the Payne Learning Needs Inventory for possible referrals and to improve overall educational practice.
• Understanding and using a diagnostic-prescriptive teaching approach.
• Recognizing the importance of monitoring and evaluating instructional practices.
• Using effective instructional practices including specific instructional techniques and strategies.

Some Effective Instructional techniques taught in training:

• Diagnostic-Prescriptive Instruction
• Explicit/Direct Instruction
• Use of and Understanding of Advanced Organizer
• Strategy Instruction
• Instruction in Multi-Sensory Methods, especially kinesthetic
• Math Instruction
• Written Language Instruction
• Reading Instruction
• Phonemic Awareness
• Phonics
• Vocabulary building
• Comprehension
• Goal Setting
• Evaluation processes

Payne Learning Needs Inventory

• To identify if an individual is at risk of having learning or attention difficulties that could significantly impact the ability to learn in an education, training or work environment.
• Basic Skills version used to support education
• To support the development of appropriate internal and external resources and referrals in support of the individual’s reported needs
• To informally assess an individual’s awareness, perceptions and knowledge of his/her functioning, learning characteristics and abilities
• To support the application of special education, training and/or work adaptations and interventions which may assist an individual to perform at the level consistent with his/her capabilities
• Learner centered
• Builds rapport between the student and instructor
• Informal, self-report questionnaire
• Field developed
• Intensive interview
• Identifies strengths and weaknesses
• Developed between mid-1980’s and 1997
• Used in the development of the Learning Needs Screening Tool
• Not a diagnostic tool

Information about the trainers:

Neil Sturomski

• President of Sturomski & Associates, consulting practice, established in 1996
• Educator and teacher – K-12, special education, regular education and adult education
• Over 30 years experience in direct service, diagnostics, administration, curriculum design, research, information management, data collection, evaluation and graduate level teaching
• Teacher, Assistant Director, Director Adult Night School Program, Lab School of Washington
• Former and First Director of the National Adult Literacy and Learning Disabilities Center (National ALLD Center) funded by the National Institute for Literacy (NIFL)
• Supported the development of Bridges to Practice – one of the Senior Developers and Guidebook Authors
• GED Testing Service Consultant since 1996

Nancie Payne

• Owner and President of Payne & Associates, established in 1988
• 30 years experience in human/social services for youth and adults with disabilities
• Operates Northwest Center for the Advancement of Learning – direct service center for those who have cognitive disabilities, particularly learning disabilities
• GED Testing Service Consultant for the past two years
• Developed the Payne Learning Needs Inventory currently used in 16 states
• Primary consultant in development and implementation of the Learning Needs Screening Tool developed under federal government funding

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