The type of further training practitioners and tutors would like to receive relates to the development of screening/assessment checklists and better knowledge about the types of learning disabilities. Practitioners want screening/assessment tools such as “quick checklist assessment on all learning functional disabilities”. They also expressed interest in “options for practitioners and learners once screening and assessment is complete”, along with better knowledge of the “types of learning disabilities and specific teaching approaches” and “how to interview students in learning issues.”

Specialized Learning Strategies

We were interested in determining the amount of training practitioners and tutors had in the area of specialized learning strategies for teaching students with learning disabilities.

• 74% of practitioners had not received training in this area
• 85% of the tutors did not have training in this area

It can be assumed from practitioner comments that the lack of training in specialized learning strategies is not because of a lack of interest, but rather a shortage of available training. A high ratio of practitioners report interest in this type of training for practitioners (94%), tutors (93%) and students (91%).

As can be seen from the statistics, few practitioners (27%) and even fewer tutors (15%) have been trained to use specialized learning strategies. This is reinforced in the comments made by practitioners collected in the qualitative data.

Practitioners were asked about the types of training in specialized learning strategies anyone in their programs had received. A few practitioners mentioned having previous training that aided in the recognition of the common manifestations of learning disabilities such as the “Canadian Adult Reading Assessment (CARA).” “Behr-reading recovery strategies” and “training in working with multi-level groups.”

Practitioners were asked to list the types of further training they or their tutors would be interested in receiving in the area of specialized learning strategies. Again, responses ran the gamut of related concerns for promoting learning success for students with learning disabilities. The predominant responses made reference to wanting strategies for specific areas of learning. They also want to develop a better understanding of learning styles and teaching techniques. A proportion of practitioners (37%) mentioned the need to become familiar with the various types of strategies and expressed interest in any type of training in this area that would be available. Practitioners stated they are interested in learning about:

• “Types of learning disabilities and teaching approaches to use”
• “Learning styles and how they effect learning”
• “Strategies, methods, resources to provide learners with disabilities individualized specialized instruction to meet needs and facilitate learner goals”
• “Ways to facilitate the learner‘s progress in learning, coping and developing a positive self-image”
• “Specific strategies for: visual learning disabilities, auditory learning disabilities, conceptual learning disabilities”
• “Reading, spelling, writing, math and organizational skill development”