Learning Disabilities

Terminology:

Learning disabilities are neurologically based and may interfere with the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical skills. They affect the manner in which individuals with average or above average intellectual abilities process and/or express information. A learning disability may be characterized by a marked discrepancy between intellectual potential and academic achievement resulting from difficulties with processing information. The effects may change depending upon the learning demands and environments and may manifest in a single academic area or impact performance across a variety of subject areas and disciplines.

Characteristics:

Difficulties may be seen in one or more of the following areas:

• oral and/or written expression
• reading comprehension and basic reading skills
• problem solving
• ability to listen selectively during lectures, resulting in problems with note taking
• mathematical calculation and reasoning
• interpreting social cues
• time management
• organization of tasks, such as in written work and/or essay questions
• following directions and concentrating
• short-term memory

Considerations and Instructional Strategies:

Instructors who use a variety of instructional modes will enhance learning for students with learning disabilities. A multi-sensory approach to teaching will increase the ability of students with different functioning learning channels—auditory, visual and/or haptic (hands-on)—to benefit from instruction.

Accommodations (may include):

• Tape recorders and/or laptop computers
• Copies of classmates and/or instructor’s notes or overheads
• Extended time for exams
• Exams in a quiet, distraction-free environment
• Breaks allowed during exam; exam given by page or by section
• Clear arrangement of test items on paper
• Calculator, spellchecker, thesaurus, reader, and/or scribe during exams
• Alternative form of exam, such as an oral test or an essay instead of multiple choice format
• Use of blank card or paper to assist in reading
• Extended time to complete assignments
• Taped texts and classroom materials
• Use of handouts and visual aids
• Extended time for in class assignments to correct spelling, punctuation, and/or grammar
• Word processor with spell check and/or voice output to provide auditory feedback
• Concise oral instructions
• Instructions or demonstrations presented in more than one way
• Syllabus provided before the start of the semester