• "There is such a large amount of individual variation among different learning disabled adults that it is difficult to come to any consensus in terms of characteristics." (Johnston, Janet. Literacy and the LD Adults: Workshop. Learning Potentials. 1994)
  • "Learning disabilities are lifelong. The way in which they are expressed may vary over an individual's lifetime, depending on the interaction between the demands of the environment and the individual's strengths and needs." (Screening for Success. Learning Disabilities Association of Canada. 2001.Section II)

Practitioners should not be trained to conduct formal learning disability assessments but instead, should be trained to identify the specific strengths and challenges of each adult learner.
  • If a practitioner thinks a learner may have a learning disability, then further assessment may help to understand the characteristics of the learner's potential learning disability. Teaching and learning strategies, accommodations and the use of assistive technology can be incorporated based on assessment results.
  • If the assessment has not helped the practitioner to: identify the specific nature of the learning disability; identify appropriate teaching strategies; or if the learner continues to experience difficulty, then it is recommended that a specialist in learning disabilities be consulted. (Screening for Success. Learning Disabilities Association of Canada.2001)

Utilize and incorporate materials from existing training modules/manuals where appropriate.
  • Existing manuals/modules have been well researched.
  • It is more efficient to focus energy on identified areas of need that have not yet been addressed in existing training manuals.
  • Let's not duplicate efforts and "reinvent the wheel!"