Of the 211 learners who completed the Learning Disabilities Quick Screen, an overwhelming majority (96% or 201 students) agreed that it was a good idea to know if they had a learning disability early on in their program. Slightly fewer (86%) considered it to be a valuable activity while 84% reported they understood the purpose of the Quick Screen. It is interesting to note that of the 186 learners who responded to both of these questions, 16 or 8.5% claimed to have found the Quick Screen valuable although they did not understand its purpose. The researchers did not anticipate this response.

Comments from Learners Who Were Supportive of the Quick Screen

• know what pace to work at
• People can get extra help if they need it.
• You know where you stand.
• It helps people who may not even know they need help.
• gives a person a chance to get help early
• an easy way to find out anybody with a disability
• The teacher would understand the student better.

Comments from Learners Who Were Less Supportive of the Quick Screen

• not personally valuable
• not many questions to answer
• I didn't really see the relevance in my situation. However for others I could see it being relevant.
• didn't accomplish anything
• Why not ask all the questions you need to know at one time?

Only 6% of the learners found questions in the Quick Screen to be personal or embarrassing, and the average time it took for learners to complete it was 5.9 minutes. This time also included completing the evaluation form. Although most of the learners who provided comments liked the tool the way it was, a few offered suggestions.

Suggestions for Improving the Tool

• more precise. Give us more room to write what we think.
• I think it pretty much covers everything, but there should be a more detailed follow up for those that might have a learning disability.
• OK but should provide a few more details on the questions.
• too short, not enough depth
• Leave room for comments after each question.
• Use coloured paper.

Learners who wanted the tool to be more comprehensive may not have understood that the Quick Screen was meant to followed up with a more thorough diagnostic assessment. The section that refers to further testing in the introduction has been highlighted to draw learners' attention to it. In addition, space was added for learners to make further comments. The suggestion to use coloured paper was an excellent one. Other learning disabled students have reported that white paper produces a glare or makes the words "jump off the page."

Although this project focused on Ontario Works clients, practitioners were encouraged to use the Quick Screen with other LBS learners. Only 147 (of 211) learners identified their sponsorship and of those, 36% or 56 learners were sponsored by Ontario Works. Although Ontario Works does not require clients with learning disabilities to attend school, the percentage of Ontario Works learners with self-disclosed learning disabilities was still high (19%) compared to other sponsored learners (23%).