Definition

A learning disability if often referred to as an “invisible” disability because it is not immediately apparent. It is important to note that individuals with learning differences are not mentally retarded. They often have average to above average intellectual ability but significant disabilities in performance. The “invisible” disability manifests itself in the way the individual processes and expresses information. Some subjects and skills come easily while others require great concentration and effort on the student’s part. Appropriate accommodations do not give students with learning disabilities an unfair advantage, but rather allow them equal opportunity to process and express what they have learned.

Learning disabilities are thought to be due to a central nervous system dysfunction. The term “learning disability” refers to a related group of disorders shown by difficulties in either listening, speaking, reading, writing, reasoning, or mathematical abilities. Some students may have good logical reasoning skills, but completely unable to spell or write a coherent sentence. Educational adjustments and testing alternatives are individually developed for each student.

The most common learning disabilities include:

• Dyslexia – a severe difficulty with reading.
• Dyscalculia – a severe difficulty with math.
• Dysgraphia – a severe difficulty with written expression.

Classroom Tips

• Provide students with a detailed course syllabus.
• Spell out and discuss expectations before the course begins.
• Use a chalkboard or overhead projector to outline lecture material, and then read material aloud.
• Explain technical language, specific terminology, or foreign works orally and/or by handouts.
• Emphasize important points and concepts orally and/or by highlighting them with colored pens on the overhead.
• Speak distinctly and at a relaxed pace, pausing to respond to questions or for students to catch up in their notetaking.
• Respond to nonverbal signals of confusion or frustration.
• Provide periodic summaries during the lecture.
• Provide assignments in writing and then orally review the assignment and what is expected.
• Describe diagrams, charts, and graphs in words.
• Provide a suggested time line for long-range assignments.
• Provide study questions for exams that demonstrate the format and content of test that will be used.
• Announce reading assignments in advance so that students who are using taped material have time (about six weeks) to obtain them.
• If necessary, allow extra time for assignments.
• Allow students to demonstrate mastery in course content by alternative methods of testing if necessary (extended time, oral exams, taped exams, or individually proctored exams in a separate room).

ADA Requirements and Available Resources

Please refer students to the Counselor/Coordinator of Student Accommodations if they may benefit from these materials or equipment:

• Computerized spellers
• Tape recorders, cassettes and batteries
• Relaxation tapes for test anxiety
• Calculators
• Large digit calculators
• Talking calculators
• Taped books – must be requested at least two months prior to the first day of classes.
• Voice synthesized (“talking”) computers and software
• Notetaker paper
• Alternative testing facilities

Definition

Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD) can create significant learning barriers for students. Characteristics include inattention, impulsiveness, hyperactivity, and other difficulties. Medication for Attention Deficit Disorders can be very beneficial in helping the student to function. Also, adjustments to the classroom environment can greatly increase the chance for academic success of a student with ADD or ADHD.

Classroom Tips

• Seat student in quiet area of the classroom.
• Seat student near a good role model or a “study buddy”.
• Increase distance between desks.
• Allow extra time for assigned work on tests.
• Give assignments one at a time to avoid work overload.
• Pair written instructions with oral instructions.
• Provide peer assistance in notetaking.
• Frequently compliment positive work behavior and work product.
• Review instructions when giving new assignments to make sure student comprehends directions.
• Look for opportunities for student to display a leadership role in class.
• Conference frequently with student to discuss achievements in class and provide immediate feedback.
• Allow student to tape record assignments and homework.
• Encourage cooperative learning tasks with other students.

ADA Requirements and Available Resources

Appropriate support services will depend on the documented type and severity of ADD/ADHD. The ADA requires that students with ADD/ADHD be provided with the following support services:

• Readers
• Scribes
• Audio tapes of lectures & texts
• Extra rest periods
• Alternative locations for testing
• Individualized testing
• Time extensions of assignments and testing

The ADA further requires that students with ADD/ADHD be allowed to:

• Use a calculator
• Use a word processor with thesaurus and spell check

Please refer students to Counselor/Coordinator of Student Accommodations if they may benefit from these materials or equipment:

• Computerized spellers
• Tape recorders
• Cassettes and batteries
• Relaxation tapes for test anxiety
• Calculators
• Large digit calculators
• Talking calculators
• Taped books – Must be requested at least two months prior to the first day of classes.
• Notetaker paper
• Alternative testing facilities

Definition

Students with physical disabilities may have mobility impairments that limit their ability to get around campus easily. Some students with physical disabilities have weaknesses in manual dexterity or in strength and stamina that limits their ability to take notes, operate a computer or other equipment, etc. These students may utilize specialized equipment, notetakers, typists to assist with homework, and may need tests administered orally. Modifications may also include changes in the strength and stamina requirements of the tasks.

Classroom Tips

It is difficult to make generalizations about the classroom needs of students with mobility and manual disabilities because some students may be able to stand for short periods of time while others may not be able to stand at all. Some have full use of their hands and arms, while others have minimal or no use of them. There are some general considerations that will apply to most of the students with these impairments.

• Students may be a few minutes late for class if breaks between their classes are short (10 minutes or less).
• The student is the best source of information concerning their needs.
• Most students who use wheelchairs will ask for assistance if they need it. It’s appropriate to offer if you wish.
• Ample space is needed in the classroom to allow a student to turn a wheelchair.
• Classes taught in laboratory settings usually require some modification of the work station.
• Patience and a supportive attitude will help students gain confidence in the correct handling and control of tools and equipment.
• If field trips are part of the class, the student may be a helpful resource in the selection of sites and modes of transportation.
• If your classroom is on the ground floor, most non-ambulatory students will be able to exit safely without assistance in case of an emergency.
• Some people have minimal ability to move and lifting them may be dangerous to their well-being. Non-ambulatory person’s needs and preferences will vary. Always consult the person when in doubt.
• Remember – under Section 504 of the Rehabilitation Act, the instructor is responsible or must assign another student to assist the student with a disability in evacuating the building in an emergency.

ADA Requirements and Available Resources

Appropriate support services will depend on the documented type and severity of physical and mobility disability. The ADA requires that students with physical and mobility disability be provided with the following support services:

Mobility Impairments

• Installing ramps
• Repositioning shelves & equipment
• Rearranging desk & chairs
• Installing wheelchair accessible desks & work stations
• Widening of doors and entrances
• Modification of rest rooms

Manual Impairments

• Notetakers
• Taped lectures
• Oral or extended test time (based upon the severity of manual impairment)
• Extended time for assignments

Please refer students to Counselor/Coordinator of Student Accommodations if they may benefit from these materials or equipment:

• Wheelchair access drafting desk
• Gooseneck lamp
• Scriber & letter guides for drafting
• Natural position keyboard for students limited in hand mobility
• Handicapped parking stickers
• Alternative testing facilities

Definition

Students with hearing impairments might have total deafness or partial hearing loss that requires the use of various forms of communication. The forms of communication in which the deaf and hard of hearing communicate include:

• Speaking: Many deaf students can and do speak. Some cannot control the tone/volume of their speech, so they may be difficult to understand initially. Understanding improves as one becomes familiar with the deaf person’s speech.
• Lip Reading: When lip reading, the deaf person translates visual speech production into words. At best, less than half of all speech is visible on the lips.
• Writing: Deaf students will also communicate in writing when lip reading, sing language, or finger spelling cannot be used effectively. Faculty members should not hesitate to write notes to communicate with a deaf student.
• Sign Language: “Signing” allows a deaf person to express ideas through hand movements and gestures which represent words and phrases. Finger spelling, in which successive finger configurations represent each letter of the alphabet may also be used by the deaf or hearing-impaired.
• Interpreters: Some deaf or hearing impaired students may be accompanied to class by an interpreter. The interpreter’s job is to “sign” the lecture to the student and to assist in communicating with the student.

Individuals who are deaf can call the College and obtain information about support services by using our telecommunications device for the deaf at 217-234-5371 (Voice or T.D.D.).

Classroom Tips

• Face the student when you speak.
• Do not block the areas around your mouth with your hands or other objects.
• Speak naturally, using your normal tone of voice.
• Try to avoid standing in front of a light source.
• Use visual aids whenever possible. Vision is a deaf and hearing-impaired students primary means of receiving information.
• Avoid speaking to the chalkboard.
• Write down technical or unfamiliar vocabulary on the black board.
• Repeat questions or statements from others in the room. Deaf and hearing-impaired students are cut off from those not in visual range.
• Use facial expressions, hand gestures and other body language to convey your messages.
• Notetakers are necessary for some hearing-impaired students.
• Move at a slightly slower pace to allow for the interpreter to keep up with the lectures.
• Consult the Counselor/Coordinator of Student Accommodations in Counseling Services for additional information and assistance.

ADA Requirements and Available Resources

Appropriate support services will depend on the documented type and severity of hearing impairment. The ADA requires that students with hearing impairment be provided with the following support services:

• Qualified interpreters
• Notetakers
• Transcription services
• Written materials
• Application devices
• Access to a TDD system

Definition

Students with visual impairments might have total blindness or partial sight that requires the use of enlargements. The most obvious learning adjustment to a student with a visual impairment is the inability to read classroom materials and texts. Legally blind students will use taped texts and/or braille materials. Those with partial sight will use enlargements and magnifiers. Keep in mind that it will take a student with a visual impairment more time to cover the written materials for the course.

Classroom Tips

• Talk with the student to determine his/her abilities.
• Provide testing alternatives for students who are visually impaired (can be done orally in the Tutoring & Testing Center).
• Adapt course outlines to large print or tape, if needed.
• Verbalize what is being written on the board or overhead giving full descriptions and as many details as possible.
• Write larger, darker, or in all caps when using the chalkboard or an overhead projector.
• Allow the taping of lectures for study.
• See if one color chalk would be easier for the student to see than another.
• Encourage the student to sit closer to the chalkboard or overhead than other students.
• Verbally clarify films, visual aids, and/or graphs/charts.
• Encourage students to use taped texts and large print texts.
• Give student verbal orientation to the classroom, laboratory, and/or tools to be utilized. Keep classroom arrangement consistent.
• Keep the classroom door closed to limit noise.
• In the event of an emergency, be sure to tell the student the best way to the exits. Exit signs may or may not be readily identified by visually impaired students.

ADA Requirements and Available Resources

Appropriate support services will depend on the documented type and severity of visual disability. The ADA requires that students with visual disability be provided with the following support services:

• Testing alternatives
• Qualified readers
• Taped texts/lectures
• Audio recordings
• Braille materials
• Enlargements – Examinations and handouts must be made available to students on the same day they are distributed to non-disabled students.

Please refer students to Counselor/Coordinator of Student Accommodations if they may benefit from these materials or equipment:

• Tape recorders
• Full-page magnifiers
• Computer screen magnifiers
• Large-screen computer monitor
• Enlarged print materials – Must be requested at least two months prior to the first day of classes.
• Braille materials, translation software, and/or labeler
• Perkins Brailler
• Talking calculator
• Taped books – Must be requested at least two months prior to the first day of classes.
• Lamp with attached magnifying glass
• Voice synthesized (“talking”) computer & software
• Visual TEX machine
• Alternative testing facilities

Definition

Emotional impairments can include relatively mild depression to chronic disorders such as manic depressive and schizophrenia. Many students who are on medication because of an emotional impairment may experience an inability to concentrate in the classroom.

Classroom Tips

Classroom needs may vary and appropriate accommodations for students with emotional impairments are developed on an individual basis based upon recommendations from the mental health facility providing documentation. Instructors should utilize the following methods for students with emotional impairments:

• Encourage the student to contact the Counselor/Coordinator of Student Accommodations regularly.
• Use positive reinforcement to encourage appropriate behavior.
• Clearly and consistently state expectations of performance and behavior both in writing and orally.
• Allow the student to tape record lectures and/or use a notetaker.
• Emphasize enhancement of the student’s self-control.
• Allow test accommodations when needed.

ADA Requirements and Available Resources

Appropriate accommodations will depend on the documented type and severity of emotional impairment. The ADA requires that students with emotional impairment be provided with the following accommodations:

• Testing alternatives
• Taped lectures
• Notetakers

Please refer students to the Counselor/Coordinator of Student Accommodations if they may benefit from these materials or equipment:

• Tape recorders
• Relaxation tapes
• Alternative testing facilities