Participant Guide - Screening and Identification Module

The toolkit is part of the Reading for All Malawi Activity, which aims to improve literacy skills among learners. The document is produced with support from the United States Agency for International Development Malawi Mission (USAID/Malawi). The toolkit focuses on understanding and applying the process of screening and identification. Screening is defined as a process whereby all students are assessed using a brief tool that helps identify potential needs. Identification is a process whereby students are identified for special education services. Referral is a process whereby the student is connected with service providers who offer specialized services. The toolkit emphasizes the importance of confidentiality and consent in parental relationships during screening and identification. Confidentiality is maintained to ensure the learner's safety and to respect their privacy. The right to confidentiality must be guaranteed to any learner regardless of age, gender, disability, or mental health. The toolkit also discusses the role of observation in identifying learners' needs. The K, W, L chart is introduced as a tool to help educators observe and record learners' needs. The chart consists of three columns: what the educator knows about the learner, what they wonder about the learner, and what they have learned about the learner. The case study of Asmaa, a 14-year-old girl in standard 4, is used to illustrate the importance of observation and confidentiality. Asmaa's teacher, Mrs. Malenga, is concerned about her academic performance and notices that she has difficulty reading and writing due to her family situation. Mrs. Malenga feels a sense of responsibility to help Asmaa but is unsure of how to proceed. The toolkit also discusses the concept of psychosocial support, which is defined as care that embraces a child's physical, social, emotional, knowledge, and essential skills. Psychosocial support is essential for learners who may be experiencing difficulties in their personal or family lives. By the end of the training, participants are expected to gain greater awareness of their observation skills and tools available to them, describe the role of confidentiality and consent in parental relationships, and describe how screening, identification, and assessment are alike and how they are different. Participants will also learn about the relationship between Universal Design for Learning (UDL) and the processes of screening, identification, referral, and assessment. The toolkit is designed to be a practical guide for educators in Malawi, providing them with the knowledge and skills necessary to identify learners' needs and provide them with the support they require. The toolkit emphasizes the importance of confidentiality, observation, and psychosocial support in ensuring that learners receive the support they need to succeed in their education.