Observing how the adult interacts with practitioners, his or her work and other learners in the program can help the practitioner to determine the individual learner's pattern of strengths and weaknesses. Observing patterns may help us to confirm our suspicions about possible barriers to learning. In particular, observations are helpful in "noticing discrepant abilities and behaviours, an important signal of learning problems."²

Four components of observational screening

The University of Tennessee, Center for Literacy Studies (2002) Keys to Effective LD Teaching Practice identified the following four components of observational screening:

1. Practitioner observations (over a two week period as the practitioner and learner begin to work together)
2. Learner input (learner gives input on his or her own learning strengths and struggles)
3. Practitioner-learner conference (both compare observations and begin planning the learner's instruction and adaptations)
4. Interpretation of Checklists

There are a number of approaches to observational screening. Many variations can be used. Some practitioners may use checklists as part of the initial screening and then use this information as a reference point for the observations (refer to Chapter Two). The learners may also use a checklist (refer to Chapter Four Appendix A) as a guide for their observations of themselves. Learner input can also be gathered at an initial meeting. The practitioner may comment on the learner's input after observing his or her learning over a period of time.

Discussion questions

How would you incorporate the four components of observational screening?
What variables impacted your decision?