LEARNING DISABILITIES Read the following section to understand what is meant by a "learning disability", and to find out how you can help a student who may be having problems. DEFINITION OF A LEARNING DISABILITY What is a learning disability? The term "learning disability" has come to be used for a variety of specific disabilities such as dyslexia (reading), dysgraphia (writing), and dyscalculia (math). A student with a learning disability has the following characteristics: Average to above average intelligence (IQ or aptitude) A difficulty or deficit in processing information in at least one area (eg., long-term retrieval, short-term auditory memory, auditory or visual processing, visual-motor speed, language processing, or non-verbal fluid reasoning). Click here for short definitions of these areas.) A discrepancy between their intelligence and their achievement in at least one area (reading, math or written language) resulting in underachievement relative to their academic potential What misconceptions exist about a student with a learning disability? The student with a learning disability is unable to learn or is a slow learner. This simply is not true, as you can see by the criterion listed above in the first bullet: average to above average intelligence. You play a vital part in letting students' intelligence shine by working with them to compensate or accommodate for their areas of limitation. The student with a learning disability just isn't trying. This could be true for anyone, but the processing problems that result in underachievement are neurological in origin and not caused by a lack of motivation or effort. In reality, students with learning disabilities often put in many more hours to achieve the same result as students with no processing problems and with the same intelligence. If you give extra time to complete tests in the class (as required by the Americans with Disabilities Act for those students with verified documentation), the student will become dependent and unable to do his or her job in the "real" world. This is not true either. Students tend to follow the pathway defined by their strengths when choosing majors and careers. Students who need more time can be accommodated on jobs in many ways. Talk with a DSPS Specialist if you are not convinced. What can I do as a professor to help a student with a learning disability succeed? By understanding that it is important that learning disabled students receive and transmit information in a form or modality that works best for them, you allow students to access your knowledge and express their knowledge more accurately. By arranging for extended time on your tests, you allow students the extra time that their neurological timing deficits require.   REFERRALS How do you know who to refer to DSPS for services? If you suspect students have unusual approaches to learning (see link below to "Guidelines for Screening"), you may wish to refer them to the DSPS Learning Disabilities Assessment Service. Read the following list to identify some of the characteristics of students with learning disabilities so you have a good idea of who may be a candidate for referral. Click here to read the "Guidelines for Screening the Student with a Learning Disability". Professors often ask how to bring the subject up with students. One of the best ways is to present testing as a positive option for students that may allow them to take advantage of the accommodations and services offered through DSPS. Sometimes students will have already received some type of services or even private tutoring for problems that may resurface again in the college environment. It is not unusual for students to have an increase in difficulties at college due to the volume and high readability level of texts. The professor could ask if the student in question has had any assistance educationally in the past. If so, such students may already be eligible for services and simply need to be referred to the DSPS office to find out more. TESTING PROCEDURE Click here to find out about the testing procedure. Invite the student to walk into any one of the intake interview times and speak with a learning disabilities specialist.   ACCOMMODATIONS What kind of accommodations work well for students with learning disabilities? Extended Time Most students with learning disabilities are eligible for extended time on tests. The rationale is that a learning disability stems from a neurological deficit of some kind which results in underachievement. Research: For example, Paula Tallal, a researcher from Rutgers University, has proven a timing deficit at the tens of milliseconds range exists that has cascading effects in all academic areas for students with learning disabilities. Magnetic resonance imaging studies, such as those done by Guinevere Eden and Thomas Zeffiro, co-directors of Georgetown's Center for Study in Learning, have shown that people with dyslexia have a much lower level of activity in the brain's left inferior parietal, an area that is important both in reading and in processing of visual images. Accommodations: Students need more time to process the information on the input, elaboration and output phases. It is important to recognize that extra time applies not only to regular exams, but also to in-class quizzes and essays. In class, a student may be mentally organizing the information the teacher has presented as a question while another student is already raising her hand to answer the question. Allowing extra time to formulate answers in class discussion is fair. (See research on "The PAUSE Procedure" in EXPLORE.) Reading The students who have difficulty decoding written symbols (dyslexia) use screen readers on computers and taped textbooks to support the reading process. They also use strategies such as RAP for paraphrasing, SQ5R for reading and studying, Visualizing and Verbalizing for reading comprehension, and other reading strategies that make their work more efficient and effective. Writing Students who have problems with organization of form and space (dysgraphia) often use computers with spellcheckers for writing. They may benefit from hearing their own writing aloud by using a screen reader when revising or editing. Oral reports and oral exams may be an easier way to test their knowledge, but they can write out answers given extended time and use of the computer with assistive technology. If no computer is available for in class writing, it is recommended to look past spelling errors and disorganized handwriting to the quality of ideas expressed. Math Students with math disabilities will probably benefit by a very structured presentation of content, the use of drawing and verbal mediation to work problems. In addition to extended time, they use study guides, tutorial services, and often benefit from a verbal approach in class. Notetaking Students with processing deficits in short-term auditory memory, visual-motor processing speed, vocabulary or language processing, and others with attentional problems may use shared notes. They may find another student to take notes for them using carbonized paper that separates into two pages. They could also support the intake of information by tape recording or occasionally videotaping lectures. Such students also benefit from seeing a visual transparency with an outline of your lecture as you deliver it, or from receiving a list of key words essential for mastery of your course content.   Discover | Read | Explore | Apply | Measure

 

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