The Process

When a problem has been identified through the screening process, information is needed to better understand the difficulties, strengths and interventions. By gathering more pertinent information, together the practitioner and learner can develop an effective training plan. Assessment does not stop here. As the plan is implemented, ongoing evaluation is needed. Both learners and practitioners need to note progress and struggles and they need to gather more information as needed. This process is ongoing until learners exit programs.

The movement from identification to understanding is important not only for practitioners but also for learners. It is critical that learners be active partners in the process and fully understand the information that is gained. Janet Johnston states that the development of personal control is the key to paving the way to success for learners with learning disabilities. Adults need to reframe or reinterpret their identity in a positive and productive way.

She identifies the following four stages:

1. The need to recognize the disability - at a minimum the learner needs to recognize that they do things differently.
2. A degree of acceptance must be attained - which involves accepting both the negative and positive aspects of the potential disability.
3. A need to understand strengths and weaknesses and build on strengths.
4. Commitment to action; the conscious decision to take some specific action towards goals.³