Description: The screening tool is found in the Manitoba Education, Training and Youth Adult Learning and Literacy, Level II Certification Course: Learning Differently training manual. The manual also includes an overview of learning disabilities and Attention Deficit Disorder, informal screening tools, general strategies for teaching and learning, and specific techniques for reading, writing and spelling. The manual is available in a pdf format and can be accessed at http://www.edu.gov.mb.ca/aet/all/publications.html#Practitioner


Name of tool

 Criteria Evidence Limited evidence
Learning Differently - Adult Learning and Literacy Manitoba Education, Training and Youth
310 - 800
Portage Avenue,
Winnipeg, MB
R3G 0N4 2000		 Yields reliable information: the screening material reliably measures indicators of potential learning disabilities and yields consistent results (if the screening tool was given to the same person again, similar indicators of potential learning disabilities would be evident). A low standard of error should be evident.   No evidence of research or statistical evidence.
  Is valid: The screening material adequately represents the full range of characteristics associated with learning disabilities. The screening material is consistent with what is currently known about learning disabilities. It covers a scope sufficient to provide an initial assessment in several areas such as language, motor, organization and social skills (look for a description of which learning disability indicators may be assessed with the instrument). The screening form covers the following areas: previous diagnosis, education, language, and physical/emotional problems. The checklist covers indicators of LD in social, organizational, communication and memory. Project Bridges was a key source for the material found in the online sessions. No indicators of math disabilities.
  The tool is cost-effective including initial purchase and ongoing purchases of related materials such as question booklets, score sheets etc. Available online. Programs would need to cover photocopying costs.  
  The time required to conduct the screening procedure is reasonable: it is quick to administer, score, and interpret. Appears it would take 15 to 20 minutes to conduct, administer and interpret the LD screening tool.  
  The requirements for learning to use the screening tool are reasonable. Requirements may range from reviewing the instructions and user manual to participating in a training session. Practitioners should have a basic understanding of the indicators of LD. If they have this foundation, the practitioner would only need to review the tool prior to using it with a learner. No instructions are provided on how to use the tool. However, if you require assistance, clarification or have questions or comments about the materials, please telephone ALL at:
(204) 945-3556 in Winnipeg or
1-800-282-8069 ext. 3556 Toll free
(204) 726-6027 in Brandon or
1-800-262-3930 Toll-free
  Minimize bias. The screening material accurately highlights potential indicators of learning disabilities regardless of a person's age, gender, race, ethnicity, or primary language.   No statistical testing or information on any sample group used during the development of the tool. No research available that includes adults with similar characteristics to persons that are served in LBS programs.
  Instructions are provided on how to interpret the screening tool results/findings. On the screening form, a statement is included to be sensitive to possible emotional problems and respect confidentiality. In addition, it is to be remembered that the tool should not be used to diagnose or counsel but to only provide indicators of learning disabilities. The checklist states that 10 or more responses may indicate the presence of a learning disability.  
  The tool is compatible with the goals of the organization. For example, if you serve only adults, was the test developed for adults only or if you serve a number of ESL learners, was this the intended audience for the screening tool? The government department that developed the tool focused on adult literacy. The resources used to develop the online sessions were from an adult literacy organization in the US.  
  The format and written text follow clear language guidelines. Simple language, good use of white space, good font size. The checklist is in a table format but should have a space between each indicator to make it clearer to read.
  The tool includes information to help select possible learning materials and/or instructional practices. The tool helps to identify indicators that may reflect a possible learning disability. Further assessment would be required to understand the challenge areas in order to build an effective learning plan. No information is available with the tool but there is a module on teaching strategies. It would require the practitioner to make the links based on reading the material.