Nora and Mary - Thank you for your follow-ups.

Last week I posted a response to the psychological evaluation of a  
struggling reader (also an offender).

I blatantly stated that any psychological evaluation that didn't  
first look at vision and auditory functions, Visual Stress Syndrome,  
and accommodate during the lengthy psychological testing for  
attention challenges (plus accommodate for hearing and both visual  
issues if present) was not going to provide an accurate diagnosis.  I  
stated that this wasn't just my opinion, but it is backed up with  
years of rigorous research on the neurological and functional issues  
impacting struggling learners (of all ages).

In my response I cited data on the offender population that was  
published in Focus on Basics (http://www.ncsall.net/?id=829) in which  
clearly defined struggling adult offenders (500+ from MO and  
OH...with another 400+ from OR post publication) were identified as  
having 40% visual function (specifically binocularity and near  
vision) issues at near distance, 38% had a hearing loss, 75% had  
attention challenges, and 85% had Visual Stress Syndrome.

Thank you for this information about vision - especially the  
'binocularity issues' and visual stress, which we are seeing more and  
more of at our reading center.  We do use colored overlays sometimes  
and refer to developmental opthamologists (which are difficult to  
come by!)  What other recommendations (or resources to read) do you  
have about dealing with it.  The convergence issues, especially, are  
really causing discomfort for a lot of our clients and hindering  
their reading speed a lot.  Any specifics you could share would be  
greatly appreciated!  Thanks again, Nora

Also, there is very limited funding available for psychological  
evaluations, including cognitive evaluations; therefore, a full  
psychoeducational work up is not part of this process.  This is most  
unfortunate in my opinion and is part of the difficulties that are  
encountered as people start getting into and moving through the  
system.  Certainly in the juvenile system, full psycho educational  
batteries and the educational planning that could come from them  
could be of very real value.  However, with the overcrowding and the  
lack of funding, this is seldom the case.  I have always wondered how  
to create some change in this kind of a system.  There is so much  
knowledge there that could be used beneficially.  mary

To my surprise, our data base of over 6,000 adult learners from 115  
programs -  13 states (basic education students, TANF clients,  
Workforce Development clients, Transition and Developmental students)  
- had very similar findings to our correction population (and in some  
cases higher incidences were found).  I am now working intensely in  
three states and the adult educators there are identifying very  
similar findings.  Many of these individuals (about 45%) have been  
previously diagnosed with some sort of learning dysfunction - which  
is true....except it is the system's learning dysfunction NOT the  
student's  LEARNING dysfunction that continues to keep these learners  
struggling!

The implications of this are huge.  For the individual, the sense of  
shame and not trying hard enough brings forth great frustration and  
long-term emotional trauma.  Since the brain's most natural function  
is to learn (make sense out of information presented, build on what  
is known, and be excited about the process of figuring things out),  
each of these individuals are 'held down' by OUR lack of being able  
to use the common sense knowledge we have (aka - if you can't see the  
words it is difficult to learn to read; if you can't hear the sounds  
making sound letter connections are difficult; if the words move or  
wave it is difficult to read more than one at a time).

There are not enough vision specialists that understand the  
diagnostic process for binocular issues or do not take the time in  
clinical exams to seek these out (when not referred specifically for  
binocular issues).  Many vision specialists do not have the training  
- or like in our field - there are many who have opinions about  
vision training, using prismatic lenses, the specialty of tinting  
lenses, or using bifocals on youth who have focusing difficulties.   
Most don't know a thing (accurately) about VSS.

The screening for vision functions that we use was created by The  
Ohio State University's College of Optometry - takes 4 minutes - and  
is 85+ accurate on referrals based upon clinical research.  As I've  
personally taken on more of a clinical practice these last two years  
- my referrals to the College of Optometry have been 100% accurate  
(post a 4 minute screening!)!  About 85% of the struggling readers  
(of all ages) that are referred to me have binocular issues.  These  
are very often combined with Visual Stress Syndrome...and the  
screening to differentiate between the two has led to changes in  
protocols for all of my assessments. (there is new hope for educating  
vision specialists about VSS in the USA - along with the importance  
of further testing and remediation of binocularity issues....when I  
have more specific information I will share it with this listserv).

Without an accurate diagnosis the correct intervention is a crap  
shoot.  O-G is fine for lots of readers.  BUT, if vision, hearing,  
visual stress, and attention challenges are not identified and  
addressed the painstaking process of O-G will not prove profitable.   
AND our learners will AGAIN feel that they were to blame - they must  
be dumb and stupid.

Back to our learners - once an accurate identification of the real  
issues are identified and addressed - filling in the gaps in their  
knowledge is critical.  Glasses, vision training, a listening aid, a  
squeeze ball, use of multi-sensory learning, breaking learning into  
small bites, or a color filter ONLY make the brain able to correctly  
process the information presented.

Struggling learners naturally spend most of their time in the parts  
of their brain that are linked to basic survival and emotions. These  
two parts are really well trained!  There are often neurological  
predispositions for over-active basal ganglia (the center for  
anxiety, perseveration, negative self-talk, compulsive and addictive  
behaviors, etc.) along with learning lags in development of the  
frontal lobes - executive order functioning (planning, organizing,  
tasking out, time management, setting priorities, being strategic,  
and transferring learning from one situation to  
another)....metacognitive skills.  Your brain power develops rather  
naturally wherever you spend your time (like working out....those  
parts that are exercised grow strong).

So - to shorten this e-mail - we need to work with the brain - not  
against it.  We are all different and 'all kinds of brains' can learn  
to find success.
Those who are more successful - know and understand their strengths,  
their challenges, and the strategies they need to use to figure  
things out in a variety of situations.

THAT is where we need to start with struggling learners.... once  
we've helped to identify why they have been struggling learners.   
Then comes demystification!  Struggling learners need to understand  
their brains and select the strategies they can employ to manage any  
learning situation.  We need to offer them the array of strategies,  
have the student trial test them, then make THEIR final selections.   
THIS is how we've all figured out how to best use the brains we have.

Dr. Norman Brier, Albert Einstein College of Medicine, did some early  
work on what research was saying.  What I remember was that the key  
for struggling learners to find success, overcome or know how to  
manage their challenges, was insight.  Insight led to hope.  Hope was  
the cornerstone for not falling prey to needing to numb negative  
feelings....via alcohol or other substances.  Similar findings have  
been true in the Recovery field - both substance abuse and mental  
health.  Simply insight and hope.

As my friends will tell you - I am (and maybe you are too) very  
'lysdexic'.  So?  I've learned to manage my natural lack of order,  
difficulty with letter sounds...and to laugh at myself a lot!   As I  
work with teachers - we've noted that the whole field of us are far  
from perfect learners.  But, we do have good 'academic' survival  
skills.  We have strategies that are tried and true.  We have friends  
who can help us.  We can ask questions.  We can self-advocate. There  
are still lots we are trying to figure-out about ourselves.  So, the  
quest for self knowledge - aka - insight continues.  It is supposed  
to!  There IS hope!

In the scheme of things - just being human beings links us very  
closely to one another and to ALL of the students we serve.  When we  
can put away the pigeon hole-ing, our elaborate naval-gazing, and  
just be the student who is in need of our guidance and (use of)  
wisdom - we can authentically be one with the students we serve.

I've had the opportunity of late to review and analyze all of the  
existing research on persistence in adult education, transitions, and  
community colleges.  The trends in the findings ring true for natural  
brain processing leading toward successful learning (surprise).

Simply -
•  Create safe, trusting, welcoming places for learning (this isn't  
hard...have the students you serve design it!),
•  Develop learning communities where students share/coach with one  
another..i.e., collaborate and feel free to share diverse opinions,
•  Support finding learning strengths and challenges....then, train  
strategies and practice using multiple ways of learning,
•  Build cohort groups and teach 'learning how to learn' skills/ 
strategies BEFORE beginning actual instruction,
•  Build on what students know (not what they don't know  - there is  
now great research on the positive effects of appreciative inquiry),
•  Offer struggling learners intense learning opportunities - boot  
camps for math or reading/writing - there is no time to waste,
•  Train metacogntive thinking skills - 30% of a struggling learner's  
time should be spent on learning how to plan, organize, strategize,  
prioritize, transfer learning, managing time, etc.
•  Think of teaching as 'hosting learning' - be the facilitator!
•  Help students set their intentions (mindsets) -- this is critical  
to finding success (you get what you ask for....you don't ask...you  
don't get!),
•  iI you want to train future workers set-up the learning  
environment like a 'job',
•  Offer to all students learning about their brain, how it works,  
and how to use it,
•  Build leadership and community/service-learning skills,
•  Talk about feelings and tell stories of overcoming adversities,
•  Make learning fun!
•  Let students know up front what is expected of them, find out what  
they expect from us/instructors, and that 'practicing a lot' between  
classes is critical
•  Help students learn how to use their voice to self advocate and  
ask a lot of questions,
•  Use the EFF framework for learning and project-based learning,
•  And, make academic learning contextual based upon the learner's  
chosen vocation, etc.

Rochelle says that I always need to mention Learning Disabilities in  
my posts to this listserv.  I think I have.

Laura

Laura Weisel, Ph.D.,
Clinical Services
The TLP Group*
PO Box 21510
Columbus, OH  43221
614.850.8677
dr.weisel at powerpath.com

*The TLP Group is a social entrepreneurial company that uses  
traditional entrepreneurial principles to organize, create, and  
manage ventures for creating needed social change to address  
recognized social problems.  The social entrepreneurial company often  
tackles social problems that have not been successfully solved by  
traditional government or nonprofit initiatives.

The TLP Group works in partnership with state departments,  
universities, colleges, communities, community providers and  
institutional providers.  By combining the best of talents, the most  
effective use of resources, and the latest evidence based research,  
The TLP Group is dedicated to making a dramatic impact on service  
delivery and client outcomes.
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