Learners may struggle with:
  • Giving clear, concise answers to simple questions
  • Focusing
  • Following-through and being on time19

The above section on Visual, Auditory and Organizational difficulties was taken from the article "Special Needs Assessment Procedures" found at the learning disabilities page at http://www.torque.net/~bpd/dev/snap/learning.htm. No longer available on website Written by Pat Hatt.


Informal assessment methods

When working with learners who may have learning disabilities, the two major objectives for assessment are:

  • To help explain why learners are experiencing difficulties
  • To provide information that will help learners to overcome, get around or cope with their challenges
"Providing a process whereby students can become aware of the manifestations of the difficulty and strengths is crucial to accessing future academic adjustments, aids, modifications and interventions in all education, training and employment environments."20

Understanding individuals' strengths and weaknesses is central to building training and lesson plans. Assessment begins as adults enter programs (initial), becomes more comprehensive as learners participate in the program services (ongoing) and ends when they leave the programs (exit). When practitioners suspect learners have learning disabilities, there is more reason to emphasize ongoing assessment. Consistent evaluation of adaptations, strategies and learners' motivation is critical in helping learners reach their goals.

"Assessment is something done with the learner, not something done to a learner."21