How will you know, as practitioners, which screening tools will be effective?

We suggest you look for screening tools that include additional questions that you can integrate into existing intake processes. Screening tools may also include checklists that can help guide practitioner observations. Practitioners may also want to use checklists to help them assess learner work samples. Learner self-assessment inventories can also be valuable tools, especially for learners with higher literacy skills. Finally, screening tools can also be used as a means to an end. That is, they can be used to determine if a formal diagnosis is required.

It's all well and fine to have a variety of tools to choose from when it comes to identifying potential learning disabilities. As practitioners, we are accustomed to high volumes of information. But sometimes it's difficult to know which tool to use given a particular situation. We suggest that the screening tools to be used will depend on learners' input and goals, the resources of the individual literacy program, the skills and knowledge of the practitioner and the ongoing assessment results of the learner.

When should screening tools be used?

There is no one right answer to the above question!

Several variables can affect this decision including learner goals, the existing intake process and the resources of the organization. Some programs develop a standard time when all learners are screened whereas some programs make a judgment call based on each individual learner's situation. The diagram below shows the assessment process with option points when screening might take place. Dashed lines indicate optional paths. Pros and cons for using the screening tool at intake, at initial assessment and during ongoing assessment are detailed later in the chapter. Depending on the learners your program serves and the resources at hand, you may identify additional pros and cons for using the screening tools at various points during service delivery. Making the right decision that meets your learners' needs may require some trial and error but the effort is worthwhile if, at the end, the screening tool policy serves the learners best. Programs are encouraged to get feedback from the learners, tutors and staff when making this decision. (Table adapted from Bridges to Practice: Guidebook 2, National Adult Literacy and Learning Disabilities Center)