Learning Disabilities

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