Items checked in this area are not necessarily indicators of learning disabilities, nor do they rule them out. They do point to other possible reasons for struggles in learning that may need to be addressed. If no items are checked here and the student is struggling with learning, this lends weight to the possibility of a learning disability. Because learning disabilities are often genetic, a checkmark under the family factors section may be significant. If a student marks this one, ask her to tell you more. For example, "What kind of problems did your dad, brother, sister, mother have with reading, math, spelling?"

Vision/Hearing

Items noted in this section may be due to physical causes or they may be processing problems. Arrange hearing and vision screenings if at all possible. If physical problems are ruled out, problems in this area may indicate learning disabilities.

Reading, Writing and Spelling, and Math

Several check marks in any of these areas are red flags that indicate a possible learning disability. Pay particular attention if one or more areas received a number of check marks, while another area received none. This inconsistent picture is, itself, a red flag of possible LD.

Note regarding oral language: This particular screening checklist does not include oral language irregularities, but you may observe them. While many are simply learned language patterns, some may indicate learning disabilities. If you observe the following, please make a note on your check list as they can indicate learning disabilities:

Difficulty pronouncing multisyllabic words: leaving out a syllable, mixing up the order of syllables (e.g., vin-ge-nar for vinegar, cat-I-pal for capital).

Difficulty getting a thought into spoken language. Frustration and a few key phrases may be a tip off: "Oh, you know – I mean. – Oh, I can't explain it!"

Note regarding students whose native language is not English: It is especially difficult to determine if an ESOL student also has learning disabilities. Consider discussing your screening with an ESOL specialist in order to determine if further testing is needed.

Other Factors that Can Affect Learning

As behaviors in attention, organization, or social interactions are observed over a period of time, you may see indicators of learning disabilities or related conditions. As a teacher, you are making observations that can support a referral for diagnostic evaluation. If an adult learner makes the decision to do that, this kind of documentation can provide helpful information. It also opens a discussion between you and your student about helpful and harmful behaviors.