A "good learner" is someone who readily responds to instruction in a wide variety of situations. These learners can not only spend time in a variety of non-restrictive settings, such as regular education classrooms and community locations, but can also learn new skills in those settings. "The Inventory of Good Learner Repertoires" covers 139 items that assess the ease with which a learner can be taught. These items are separated into 10 categories: Behavioral Excesses, Behavioral Supports, Resilience and Regulation, Readiness, Perseverance and Focus, Flexibility, Consequences, Preferences for Learning Channels, Spontaneity, and Potential to Benefit from Inclusion. "The Inventory of Good Learner Repertoires" will help teachers and parents identify ways in which they can improve the efficiency of their instruction. Every learner's programming can benefit from consideration of "The Inventory of Good Learner Repertoires". Please feel free to... More > click "preview" and read samples of this Inventory.< Less
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By Debbi Williams
Oct 15, 2009
"Good learner" This Inventory really points out some important issues about how our students are taught, what teachers have to do in order to teach their students, and how much students "bring to the table". I've used it both to assist in planning to establish instructional control, and also to decrease unnecessary, artificial supports for students who no longer needed them. Every teacher should use this!
"Inventory of Good Learner Repertoires" The “Inventory of Good Learner Repertoires” is an invaluable tool in designing an effective instructional program for students with developmental disabilities, including autism. You’ve never seen a tool that went into such detail about instructional control for individual students. There are other assessment tools out there, but none of them goes into as much detail as this one in detailing the repertoires learners need to expand on in order to become “good learners.” A goal for every student is to learn from his environment the way typically developing students do. In order to reach this goal with our children/students with autism (and other developmental disabilities), we have to address their behavioral excesses and their behavioral deficits. The behavioral deficits that are often overlooked, or infrequently targeted, are addressed in detail in this assessment. The areas of resilience and regulation, perseverance and focus, and... More > flexibility, for example, are of utmost importance in becoming a successful learner and participating in less restrictive environments. This assessment has helped me dramatically improve my own child’s home-based program and the programs for the children I teach. You’ll see how it can be used to create plans that make learners easier to teach.< Less
