Learning Disabilities
Definition
Learning disabilities are often considered “non-apparent” disabilities because they may not be immediately visible to others. Individuals with learning disabilities typically possess average to above-average intellectual abilities, but may experience significant challenges in specific areas of learning or information processing. These differences can affect how a person receives, processes, retains, or expresses information.
Learning disabilities are generally associated with differences in neurological processing. They may impact skills related to listening, speaking, reading, writing, reasoning, organization, or mathematics. Students with learning disabilities may excel in some academic areas while experiencing considerable difficulty in others.
Providing reasonable accommodations helps ensure equitable access to learning and assessment opportunities. Accommodations are designed to reduce barriers and allow students to demonstrate their knowledge and abilities in ways that are accessible to them.
Common learning disabilities include:
- Dyslexia – difficulty with reading, decoding, or language processing
- Dyscalculia – difficulty with mathematical concepts and calculations
- Dysgraphia – difficulty with writing, spelling, or written expression
Because learning disabilities affect individuals differently, accommodations and support strategies should be determined on an individualized basis.
Classroom Strategies and Best Practices
Faculty can support students with learning disabilities by incorporating clear communication, structured instruction, and accessible teaching practices. Consider the following strategies:
- Provide a detailed course syllabus with clear expectations, deadlines, and grading criteria.
- Review course expectations and major assignments at the beginning of the semester.
- Present lecture material in multiple formats (e.g., spoken explanation, written outlines, slides, or visual aids).
- Define technical terminology, unfamiliar vocabulary, and specialized concepts verbally and/or in writing.
- Highlight key concepts and important information during lectures and presentations.
- Speak clearly and at a moderate pace, allowing time for note-taking and questions.
- Be attentive to signs of confusion or frustration and encourage students to seek clarification.
- Provide periodic summaries of lecture content and key takeaways.
- Give assignment instructions in writing and review expectations verbally when appropriate.
- Verbally describe charts, graphs, diagrams, and other visual materials.
- Break long-term assignments into smaller steps or provide suggested timelines and checkpoints.
- Offer study guides or sample questions that reflect the format and expectations of exams.
- Share reading assignments in advance whenever possible to allow time for accessible-format conversion.
- When approved through the accommodations process, provide flexibility with assignment deadlines or testing arrangements as appropriate.
- Allow approved alternative testing accommodations, such as extended time, reduced-distraction testing environments, assistive technology, or alternative exam formats.
ADA Accommodations and Available Resources
Students who may benefit from accommodations or support services should be referred to the Office of Student Accommodations to discuss eligibility and available resources.
Examples of accommodations and assistive resources may include:
- Spell-check and writing support software
- Audio recording devices or note-taking support
- Stress-reduction or test-anxiety resources
- Standard or adaptive calculators
- Audiobooks and accessible course materials
- Text-to-speech or speech-to-text technology
- Assistive software and adaptive computer technology
- Alternative testing arrangements or reduced-distraction testing environments
- Accessible note-taking materials and support services
Students are encouraged to request accommodations as early as possible to allow adequate time for implementation and coordination of services.