Learning Disabilities

Students are considered to be learning disabled when there is a significant discrepancy between measured mental ability and achievement in one or more of the following skill areas: basic reading skills, reading comprehension, mathematical calculation, mathematical reasoning, spelling, written expression, receptive or expressive language. The discrepancy may not be the result of language differences, sociocultural, physical, emotional, or environmental factors. Students who are learning disabled possess average to superior intelligence and may exhibit cognitive strengths and weaknesses.

Students with learning disabilities may have difficulties with input, processing, or output. Input problems can be visual or auditory. For example, students exhibiting difficulty with short-term visual memory may not be able to quickly and accurately copy information introduced via powerpoint or overhead projector presentations. Students with auditory input problems may possess inadequate short-term listening memory functions. Such students may have difficulty keeping up with lectures that move information quickly. Students with processing problems may have little understanding of the subject matter despite having no difficulty taking accurate notes. A student with an output problem may take great notes, make worthy contributions to class discussions and debates, and appear to understand the material, yet perform poorly on examinations, depending on the format of the test.

Note: Students may not need all of these accommodations. Specific accommodations are based on the diagnostic information that is on file in the Office for Students with Disabilities.

Typical challenges associated with learning disabilities The following chart illustrates specific difficulties often experienced by students with learning disabilities.

Study Skills Poor organizational and time management skills Difficulty taking notes/outlining material Difficulty following directions Difficulty completing assignments on time Writing Skills Frequent spelling errors Incorrect grammar Illegible penmanship Inadequate sentence structure Difficulty taking notes while listening to class lectures Problems with organization, development of ideas, and transition words Oral Language Difficulty understanding oral language when lecturer speaks fast Difficulty attending to long lectures Inadequate vocabulary and word recall Using incorrect grammar Difficulty in remembering a series of events in sequence Difficulty with pronouncing multi syllabic words

Reading Skills Slow reading rate Inaccurate comprehension Poor retention Poor tracking skills (skip words, lose place, miss lines) Difficulty with complex syntax on tests Incomplete mastery of phonics Math Skills Computational skill difficulties Difficulty with reasoning Difficulty with basic math operations (multiplication tables) Number reversals, confusion of symbols Difficulty copying problems Difficulty with concepts of time and money Social Skills Spatial disorientation Low frustration level Low self-esteem Impulsive Disorientation in time Difficulty with delaying problem resolution

Did you know that…?

• Learning disabilities vary from one person to another and are often inconsistent within an individual
• Students with learning disabilities can perform effectively with appropriate accommodations
• Some professionals use other terms to describe learning disabilities :
  Dyslexia – a learning disability in reading
  Dyscalculia – a learning disability in math
  Dysgraphia – a learning disability in written expression
  Aphasia – a learning disability in the area of receptive or expressive language

Reasonable accommodations approved by OSD for students with learning disabilities may include, but are not limited to:

• Reduced course load
• Extended time to complete assignments
• Course substitution for nonessential course requirements in major
• Use of a calculator for students with math calculation or math reasoning disabilities
• Use of tape recorders to facilitate note taking
• Copies of classmate’s notes
• Use of textbooks on audiotape or readers for students with reading disabilities
• Blank card or paper (marker) to assist in reading
• Priority registration
• Extended time on tests
• Proctored testing in a quiet, separate area
• Test read to student
• Student responds orally to essay test
• Alternative type of exam
• Employment of a scribe
• Extended time for in-class assignments to correct spelling, punctuation, grammar
• Use of word processor with spell and grammar check