The Florida GED Teachers’ Handbook

 

Table of Contents

 


 

Chapter 6: Working with Adults with Learning Disabilities in the GED Classroom 6-1 – 6-33

 

Section      Title                                                                                                    Page

 

6.1             Overview                                                                                             6-1

6.2             Incidence of Students with Disabilities Taking the GED Tests                 6-2

6.3             Concerns for the Adult Educator                                                           6-3

6.4             Defining Learning Disabilities                                                                 6-4

6.5             Identifying Persons with Learning Disabilities                                         6-5

                  6.5.A Characteristics Associated with Learning Disabilities                    6-6

                  6.5.B Specific Problems Experienced in Academic Skills Areas             6-10

                  6.5.C Use of Screening Instrument to Detect Learning Disabilities          6-13

6.6       Use of Learning Styles as Basic Instructional Strategy to Modify                  6-15

            Class Instruction                                                                                        

                  Sample Learning Styles Inventory – Adult Learners                               6-17

6.7             Instructional Strategies/Modifications                                                     6-20

6.8             Referral and Use of Support Services                                                    6-26

6.9             Special Accommodations for the GED Tests                                         6-27

                  6.9.A Qualifying for Special Accommodations                                       6-27

                  6.9.B Processing a Request for Special Accommodations                      6-28

                  6.9.C Special Accommodations Allowed                                              6-30

6.10     Conclusion                                                                                                 6-33

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The Florida GED Teachers' Handbook

 

Chapter 6: Working with Adults with Learning Disabilities

in the GED Classroom

 

Overview

Many adults have established goals for themselves that include successfully passing the GED Tests and earning their State of Florida high school diploma. As GED instructors, our goal is to provide the best possible instruction for the students who enter classes in order to help them reach their goals. This includes persons with disabilities who have the academic ability to meet that challenge. To assist you, this chapter has been developed to provide specific information on learning disabilities in the following areas:

According to the Center for Adult Learning and Educational Credentials of the American Council on Education (http://www.acenet.edu/calec/ged) and the GED Testing Service, the following is true:

·         In 2000, the number of adults (8,071) receiving testing accommodations (i.e., extended time, alternate answer methods) represented an increase of more than 110% over the number receiving accommodations in 1993.

·         In 2000, the number of adults receiving other accommodations (i.e., private room, frequent breaks) increased by 40% from 1999.

·         In 2000, the number of adults using a reading device decreased by 31%.

·         In 2000, the overall number of requests for specific learning disabilities decreased by 19%.

·         In 1999, LD accommodations on the GED Tests increased by 35% from 1998.

·         There was an overall 9% decrease in the total number of special accommodations granted in 1999.

·         Over 1,600 adults used special reading devices (magnifiers) or marking devices (scribes, keyboard), a 9% increase from 1998.

·         During the past decade, the number of adults taking special editions of the GED Tests has more than doubled (2,503 in 1999).

·         In 1998, only 2,400 special accommodations were received by learning disabled persons.

·         In 1998, more than 822,000 adults attempted to earn a GED high school level diploma through the General Educational Development (GED) Testing Service.

·         During the past decade, the number of adults taking special editions (e.g., audiocassette and Braille) of the GED Tests has more than doubled (1,169 in 1989 to 2,503 in 1998).

·         In 1998, the number of adults taking special editions of the GED Tests increased by 9% over 1997.

·         In 1998, about 3,482 adults requested and received additional time to complete the GED Tests because of documented disabilities, a 7% increase over 1997.

 

6.2 Incidence of Students with Disabilities Taking the GED Tests

 

Based on the above statistics, approximately 1% of GED Test examinees in the year 2000 were provided a special accommodation for a documented disability. In Florida during 2000, a total of 45,148 persons tested. Only 202 persons requested and received the following special accommodations – less than ˝ of one percent.*  Those specific accommodations included: 

 

 

*Note: Information provided by the GED Client Services Office in Tallahassee

 

In Florida, 47,385 persons were administered the GED Tests during 1999. Of that number, a total of 212, or less than half of one percent of requests for special accommodations for specific learning disabilities were received and approved. Those specific accommodations included:

Statistics for the years 1998 and 1997 point to a similar incidence of special accommodations approved in Florida for students with documented learning disabilities. In 1998, 81 special accommodation requests were approved for documented special learning disabilities; whereas in 1997, that same number was 185. Since the national office of the GED Testing Service does not code answer sheets to collect data on students with special accommodations who took and passed the test, it is not possible to determine the percentage of passing rate.

 

SPECIAL ACCOMMODATIONS

Number in 1998

Number in 1997

Extended Time

173

157

Special Reading or Optical Devices

5

6

Variations in Standard Recording Methods

21

29

Other Adaptations to Standard Conditions

319

208

 

These facts are noteworthy, as they are significantly lower than the national prevalence figures for the population of persons with disabilities. Estimates of learning disabilities in the general population range from 3 to 13 percent. According to the National Institute for Literacy, between 30 – 50% of the population has undiagnosed learning disabilities. In addition, an estimated 50 - 80% of Adult Basic Education students and those attending literacy programs have characteristics of learning disabilities.

 

According to the National Adult Literacy and Learning Disabilities Center of the National Institute for Literacy, there has been a limited amount of research done on the subject of adults who have learning disabilities that practitioners are left with so little information and research on the unique manifestations associated with this population.

6.3 Concerns for the Adult Educator

Students with learning disabilities in GED classes are capable of learning and of successfully passing the GED Tests. They may be highly intelligent, talented, artistic and creative. They may be successful business owners and operators. Many examples exist of persons with learning disabilities who have overcome obstacles and reached their goals. Some of these include President George Washington, Albert Einstein, Thomas Edison, General George Patton, Auguste Rodin, Walt Disney, Isadora Duncan, Tom Cruise, Danny Glover, Lindsey Wagner, Cher and Bruce Jenner. Other examples, Bill Cosby, and Dave Thomas, founder of Wendy’s, also have the distinction of being GED graduates.

 

For the adult educator, this highlights several key concerns.

6.4 Defining Learning Disabilities

 

In general terms, a disability is a mental or physical impairment that limits one or more major life functions including walking, seeing, hearing, breathing, caring for oneself, learning, or working. For the purposes of this chapter, the sole focus will be on learning disabilities as they relate to the GED program.

 

There is a multitude of definitions for the term learning disabilities. It is a generic term, yet common elements exist among the definitions. The National Adult Literacy and Learning Disabilities Center (NAALD) in its publication, Adults with Learning Disabilities: Definitions and Issues, identifies in part, the following similarities and contrasts:

 

Several of the most widely used definitions follow:

 

"Learning disabilities is a generic term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, and reasoning abilities…Even though a learning disability may occur concomitantly with other disabling conditions (e.g. sensory impairment, mental retardation, social, and emotional disturbance) or environmental influences (e.g. cultural differences or insufficient/inappropriate instruction) it is not the direct result of those conditions or influences." (Hammill, 1990 p. 74-84)

 

"A learning disability is a permanent information-processing deficit (disorder) that affects the manner in which individuals with average to above average intelligence learn. Deficits in areas such as reading, mathematics, and written language are presumed to be due to a central nervous system dysfunction. Learning disabilities occur regardless of gender, race, or ethnic origin and they are not the result of a poor academic background, mental retardation, or emotional disorders." (U. S. Office of Education, 1977) Note that this definition appears in the document, How to Request Accommodations When Taking the GED High School Equivalency Tests If You Have a Learning Disability as published by the GED Testing Service of the American Council of Education.

 

"Specific learning disabilities is a chronic condition of presumed neurological origin which selectively interferes with the development, integration, and/or demonstration of verbal and/or nonverbal abilities….(It exists) as a distinct handicapping condition and varies in its manifestations and in degree of severity. Throughout life, the condition can affect self esteem, education, vocation, socialization, and/or daily living activities." (Association for Children with Learning Disabilities, 1986). Note that the ACLD has since been renamed the Learning Disabilities Association of America.

 

“Learning disabilities are a neurological problem, often genetic, that affects the way that persons process visual, auditory or other sensory information.”

(Bridges to Practice)

 

The most consistent characteristic in all these definitions is that having learning disabilities connotes a lifelong condition, a disability that affects every aspect of one’s life and may compound with age.

 

6.5 Identifying Persons with Learning Disabilities

 

Students enrolling in adult education may or may not self-identify when asked by the counselor at the initial intake. They may admit the fact they have documented learning disabilities. Or, they could admit to having suspected problems that have gone undetected throughout their lives. These problems may manifest themselves in five of the most important areas of life including self-esteem, education, vocation, social interactions, and independent living.


There may be several reasons for students not self-identifying as a person with a learning disability, including:

 

 

Obviously, self identification provides the opportunity for adult educators to follow a plan resulting in the most appropriate course of instruction based on the student’s documented disability and strengths. Included in this plan would be the reasonable accommodations, modifications, or adaptations needed to maximize opportunities for learning and minimize the impact of one’s disability.

6.5.A Characteristics Associated with Learning Disabilities

In the GED Testing Center’s brochure, How to Request Accommodations When Taking the GED High School Equivalency Tests if You Have a Learning Disability, common characteristics associated with having learning disabilities are listed for prospective examinees.

 

 

It is important to be able to recognize characteristics associated with learning disabilities especially if a student has not been identified prior to enrollment. Batshaw and Perret (1992) cite the following symptoms:

 

 

Additional char