A
learning disability is a perceptual difficulty. Any one of the sense’s
functions can be impaired. A learning disability is most likely to be one of
a genetic, neurological origin.
Learning disabilities may be categorized broadly as reading, language,
processing, and mathematics deficits. The majority of students with learning
disabilities have their primary deficits in basic reading skills or written
expression.
Some
examples of possible accommodations that a student with a learning disability
may require include (but are not limited to):
- “Dear
Professor” memos verifying the need for accommodations
- Priority/early
course registration
- Accommodated
testing for in-class and online exams and quizzes
- Alternate
format texts and handouts, including audio and electronic format
- Note-taking
services and/or the use of an audio recorder for class lectures
- Allowance
of laptops, tablets, or assistive technology in the classroom
- Regular
advising meetings with an assigned Department for Disability Access and Advising advisor
The following are
some considerations to keep in mind when working with students with learning
disabilities in the classroom:
- Allow
students to tape lectures and discussions, including those with labs or
involving media or online, and/or have a note-taker. Attempting to focus
on lecturing and taking notes can be problematic.
- Encourage
the use of a study classmate to exchange information about class notes and
reading.
- Allow
students to sit in the front of the room to reduce distractions.
- If
necessary, allow students to answer essay questions orally or on a tape
recorder. Often these students will lose focus when trying to put thoughts
and ideas on paper.
- Encourage
use of a schedule booklet or calendar with designated study times to
increase organizational skills.
- If
possible, assist students in seeing how to apply theory.
- If
possible, weigh spelling and grammar less heavily than content expressed.
If not possible, allow a spell checker and assist the student by pointing
out specific grammatical or written expression errors. (Students with
learning disabilities are not being “lazy,” often they cannot see/learn
the error, as language processing is the disability.)
- Remember
that a component of a learning disability is that the student can study with
ferocity and remember something one day and not the other.
- Present
material both verbally and in writing.
- Permit
the use of a calculator for students with this recommended accommodation.
(Often, with a calculator or formula sheet, the student can apply the
information to the problem, even though they cannot memorize the formula.)
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Additional Resources
Learning Disabilities (DO-IT, University of
Washington)
Teaching College Students with Learning
Disabilities (Dickinson College)
Instructional Strategies for Students with
Specific Learning Disabilities (Ferris State University)
Instruction Strategies for Students with
Learning Disabilities (Asnuntuck Community College)
Classroom Strategies for Teaching Students with Psychological and Learning Disabilities (Pine Technical College)
Strategies for Teaching a Student with a
Math-Related Learning Disability (DO-IT, University of Washington)
Pedagogical Strategies for Teachers of Learning
Disabled Students (Drew University)
Designing Writing Assignments that are
Accessible to All Students (Drew University)
Invisible Disabilities and Postsecondary
Education (DO-It, University of Washington)