When should screening tools be used?

The answer to this question is not really clear. The following variables impact affect when or if a screening process should take place:

• Available resources: i.e. number of staff and experience of staff, access to professional diagnostic assessments and agency finances
• Intake process: i.e. formal or informal, whether or not screening can be integrated, whether or not screening is a common process for all adults entering the program
• Learning environment: i.e. learners' goals (GED preparation, employment, college/apprenticeship or independence), the impact of an official diagnosis
• Learners themselves: i.e. levels of self-esteem, motivation and their individual needs

Individual LBS agencies have their own unique makeup and need to examine the fore mentioned variables to determine how the screening process best services learner and program needs. One of the most valuable sources for information about learners' potential learning disabilities is the practitioner's direct observation of learners during instruction. Using screening tools in combination with practitioners' observations is very effective. However, some agencies may prefer to do a learning disability screening test during their intake process for every adult who enters the program. One advantage of this is that practitioners don't need to get permission from the learners since everyone will be going through the screening. In addition, if the practitioner suspects a disability, immediate focus can begin before there is a risk of the learner dropping out of the program. Obviously one distinct disadvantage is that practitioners don't have any observations of adult learning to help interpret the screening results. Regardless of what process a program follows, set policies and procedures should be developed to ensure fair and equitable practice with the learners.⁵⁹