This information will help determine where adults' learning strengths and weaknesses might lie. Their responses are the foundation on which strategies can be built.⁶³

Most adult learners in a literacy program will have at least one of these characteristics. Therefore, practitioners should not suspect the presence of learning disabilities if adults display only one or two of these characteristics. Instead, practitioners need to seek information in several different ways: consulting with other staff, observing characteristics under a number of circumstances and assessing further their learners' skill areas, not only to confirm their suspicions, but to help in planning the next steps.

Screening tools can serve many purposes

• The informal nature of the information gathering process in screening enables practitioners to include learners in determining suitable instruction
• Informal screening opens the doors for discussion between practitioners and learners regarding which strategies and/or interventions, if any, have been tried in the past
• Screening can help establish the foundation for discussions between practitioners and learners to develop short-term objectives and longrange goals⁶⁴

Effectively involving adults in the screening process

The first step in effectively involving adults in the screening process is to gain adult learners' confidence and make sure they realize that the screening process is a team process. Learners should understand that practitioners don't know everything about how they (learners) learn and the more information learners can share, the more likely it is that practitioners can improve the opportunities for learning. If learners are continuously showing several of the characteristics of learning disabilities, it is advisable for practitioners to use a screening tool or checklist to reinforce their observations. This helps both practitioners and learners to gain more insight into possible challenge areas and recognize potential learning disabilities.