Learning Disabilities Training

Many WorkFirst parents may have learning disabilities affecting their lives. Managing a learning disability is a lifelong effort.

In these workshops, you will learn to effectively work with parents who have learning disabilities.  Through workshops, you will discover how you can help parents stay engaged in WorkFirst and ultimately to succeed at work.  Workshop options are listed. 

The Center for Learning Connections can help you and your LPA customize training that meets your needs.  The WorkFirst Learning Disabilities Training is provided by Payne & Associates at www.payneandassociates.com.


Click on workshop title to see details:

Learning Disabilities Overview | Screening Strategies | Diagnostic Assessments
Accommdations | Connection to Careeer | Developing Transition

LEARNING DISABILITIES OVERVIEW

Objectives:

• To have an understanding of Learning Disabilities
• To recognize the potential existence of co-existing disorders

Purpose:
To understand Learning Disabilities and the potential of co-existing, related cognitive disorders as well as recognize Learning Disabilities characteristics, behaviors and issues common to and affecting clients and services provider staff.

CURRICULUM OUTLINE

• Occurrence of Learning Disabilities in WorkFirst population
• Simulations of Learning Disabilities
• Definition of Learning Disabilities
• Definition of Attention Deficit/Hyperactivity Disorder
• Definitions of related co-existing disorders
• Mandatory & preferred modality learners
• Types of Learning Disabilities characteristics & manifestations
• Glossary of terminology

SCREENING STRATEGIES FOR DIAGNOSTIC ASSESSMENT SERVICES REFERRALS

• To provide appropriate and meaningful intake and informal assessment services to clients who have or may have Learning Disabilities
• To clearly delineate the distinctions between screening and diagnosis and know when a client should be referred for diagnostic services
• To properly administer the Washington State Learning Disabilities Screening Tool (also referred to as the Learning Needs Screening Tool) and supplemental health-related questions.
• To understand the implementation of referral protocols adopted for WorkFirst system

Purpose:
To provide a consistent framework for implementation and administration of a validated learning disabilities and health-related screening tool in order to make referrals for formal diagnostic assessment services for customers if warranted.

CURRICULUM OUTLINE

• Definition of  screening, evaluation and diagnosis
• Who should be screened—procedures for new & existing WorkFirst clients
• Addressing reluctance or refusal to participate in screening and subsequent activities
• Washington State Learning Disabilities Screening Tool (Learning Needs Screening Tool)
• Appropriate intake and informal assessment methods to assure client-centered process
• Introduction & purpose of Tool
• Administration and use of Tool
• Interpretation and scoring protocols
• Review of data with client and confidentiality
• Referral/next steps for customer and WorkFirst staff or partners
• Asking related health questions
• Determining & providing referrals/resources

Training Length – 1/2 day (not a stand alone unless Learning Disabilities Overview has been provided

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ELEMENTS OF DIAGNOSTIC ASSESSMENTS

Objectives:

• To understand the elements of a Learning Disabilities diagnostic assessment
• To expand capacity to interpret and utilize results of a diagnostic assessment
• To identify and prepare service strategies for individuals diagnosed with Learning Disabilities

Purpose:
To be aware of the elements covered in a diagnostic assessment protocol for evaluation of Learning Disabilities, understand the results presented and identify service strategies for individuals diagnosed with Learning Disabilities

CURRICULUM OUTLINE

• Understanding formal diagnostic elements or components
• Asking questions that leads to information that shapes service strategies
• Knowing how to interpret results presented and shape into a realistic service strategy
• Identifying individual strengths and limitations
• Determining when & what should be provided
• Analyzing programs, services, environments, and essential functions (in training and/or work settings)
• Recognizing issues/needs of customers and the effects of LD long-term (i.e., failure, stigma, barriers, fears, etc.)
• Establishing rapport and relationships, both with the client and the diagnostician/evaluator

Training Length – 1 day

SERVICE ACCOMMODATIONS & APPROACHES

• To identify and use effective techniques and methods when working with clients with suspected but undiagnosed Learning Disabilities as well as those who have been diagnosed

Purpose:
To establish a base of service strategies knowledge among WorkFirst staff and partnering entities such as adult education instructors, literacy councils, rehabilitation personnel, etc. specific to working with clients with suspected, but undiagnosed Learning Disabilities as well as those who have been diagnosed

CURRICULUM OUTLINE

• Using a Universal Design for Learning approach, recognize the importance of multi-sensory service delivery approaches
• Determining environmental service structure and pre-emptive or advance action development
• Understanding the process and importance of monitoring and evaluating service strategies and approaches
• Modifying existing services and materials

Training Length – 1/2 day

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CONNECTING ASSESSMENT & EVALUATION INFORMATION TO CAREER PLANNING & JOB IDENTIFICATION

Objectives:

• To understand & recognize critical elements of a learning disability evaluation
• To make sense of the information presented in the context of WorkFirst programs & activities
• To understand the implication of elements of learning disabilities, attention deficit/hyperactivity disorder and related disorders to career planning
• To connect the evaluation to effective, realistic career planning that has a focus on client informed choice, good fit and reasonable accommodations and modifications

Purpose:
To assist provider staff and partners in being able to develop reasonable employment plans, factoring in the limitations of a learning disability and accommodations needs to promote good fit

CURRICULUM OUTLINE

• Learning how to identify the necessary elements within a learning disability evaluation that would affect job acquisition and/or a training plan
• Recognizing how strengths and limitations of clients who have learning disabilities is factored into the WorkFirst short-term job placement and long-term career planning to ensure goodness of fit in placement
• Learning to design reasonable employment plans with goal-specific actions that lead to successful outcomes
• Using customer scenarios and case examples to illustrate well-matched and ill-matched strengths and limitations of learning disabilities, attention deficit/hyperactivity disorders and other co-existing disorders to job identification and career planning
• Identifying the reasonable accommodations and modifications that should be put into place on a job or in a training
• Understanding the case management flow when working with a client who has a learning disability

 Training Length – 1 day

DEVELOPING TRANSITION & INDEPENDENCE SKILLS FOR CLIENTS WHO HAVE LEARNING DISABILITIES

Objectives:

• To acquire the knowledge of effective transition skills
• To recognize the elements of acceptance of a disability, disclosure, and accommodation requests
• To understand the implication of disclosure
• To learn techniques and methods to promote self-sufficiency and self-determination

Purpose:
To assist provider staff and partners to assist WorkFirst clients who have learning disabilities to learn and implement effective transition skills fostering self-determinations and independence

CURRICULUM OUTLINE

• Gaining skills in assisting WorkFirst clients in understanding what their disability means and how it might affect them
• Learning to help clients understand when and ho they should disclose a disability as well as their rights and responsibilities
• Expanding knowledge in developing client self-determination and self-advocacy skills
• Recognizing the level of support and encouragement when working with clients without enabling or promoting a dependency factor
• Learning how to be responsive to clients who do not embrace the usefulness of the Learning Disabilities evaluation or the information provided, disagree with the evaluation results, or are resistant, in denial, or choose to ignore results

Training Length – 1 day

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