Learning disabilities are neurologically-based conditions that interfere with the acquisition, storage, organization, and use of skills and knowledge. They are identified by deficits in academic functioning and in processing memory, auditory, visual, and linguistic information. The diagnosis of a learning disability in an adult requires documentation of at least average intellectual functioning along with a deficit in one or more of the following areas:
- auditory processing
- visual processing
- mathematical skills
- visual spatial skills
- motor skills
- executive functioning
- spoken and written language skills
- reading skills
- information processing speed
- abstract and general reasoning
- memory (long-term, short-term, visual, auditory)
Some Considerations
A learning disability is a permanent disorder affecting how students with average or above average intelligence process incoming information, outgoing information, or both.
Learning disabilities are often inconsistent. They may be manifested in only one specific academic area such as math or foreign language.
Common accommodations for students with learning disabilities are alternative print formats, taped lectures, note-takers, alternative ways of completing assignments, course substitutions, early syllabus, exam modifications, and priority registration.
Instructional Strategies
The following strategies are suggested to enhance the accessibility of course instruction, materials, and activities. They are general strategies designed to support individualized, reasonable accommodations.
- Include a Disability Access Statement on the syllabus (see Working with Students with Disabilities).
- Have copies of the syllabus ready three to five weeks prior to the start of classes so textbooks can be ordered from a national reading service or scanned by Student Disability Services.
- Assist the student with finding an effective notetaker from the class.
- Allow the student to tape record lectures.
- Students benefit from the use of visual aids, handouts, and any multimedia approach.
- Allow the use of spell check and grammar-assistive devices for in-class work, or do not lower grades for in-class errors.
- Provide extended time for quizzes, test, and/or exams.
- An alternate test format may be needed.
- Time for clarification of directions and essential information may be needed.
- Allow the student the same anonymity as other students; avoid pointing out the student or the alternative arrangements to the rest of the class.