Summary of key points

• There are pros and cons that support the use of screening tools at initial intake, at initial assessment and during ongoing assessment.
• The overall purpose for using a quick screen is to determine if further assessment (formal or informal) is required to screen for potential learning disabilities.
• A screening tool usually offers a more in-depth analysis of potential learning disabilities. It helps to not only identify potential learning disabilities but usually gives a better insight into a learner's strengths and weaknesses.
• The following areas should be explored to determine if potential learning disabilities are evident and to gain a better understanding of the learner's strengths and weaknesses:
  • previous academic history (learning difficulties, number of schools attended, absenteeism, special assistance, testing)
  • family's education history
  • medical background (vision, hearing problems, head injuries, behavioural drugs)
  • organizational skills, memory, communication (reading, writing, spelling, comprehension), math skills, verbal reasoning, general life skills
• Practitioners need to be aware that certain challenges are not a result of possible learning disabilities but can impact a learner's ability to learn. The following can negatively impact learning but are not indicators of learning disabilities:
  • frequent changes in school and absenteeism
  • head injury, vision or hearing problems
  • emotional or behavioural issues that appear to interfere with learning
  • previous and/or present evidence of alcohol or drug abuse
  • low skills in all areas
• A holistic approach should be taken when interpreting or analyzing screening tool results. In addition to reviewing a learner's cognitive processing (learning disabilities), a learner's personal situation and motivation need to be factored into the analysis of the results.