Instructor Information

Learning Disabilities (LD) is a general term that refers to a heterogeneous group of disabilities manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning or mathematical skills. LD may occur concomitantly with other difficulties, or with extrinsic influences (cultural differences, inadequate instruction) but they are NOT the result of these conditions or influences.

Because LD usually has no outward manifestations, students may experience credibility problems when they ask for assistance or accommodation. The fact is that Learning Disabilities are as real as visible physical disabilities and may be incapacitating when performance in severe deficit areas is required.

Having a Learning Disability does not mean being unable to learn. It does mean that the person may have to use adaptive methods to process information, so that learning can be accomplished. A learning disability exists when information is received through the senses, but inaccurately transmitted to the brain or inappropriately expressed. LD students must receive and transmit information in forms that work best for them.

Instructional Strategies

These instructional strategies may be useful for non-disabled students as well.

Give students a detailed, clearly written syllabus, listing assignments and tests with due dates. Go over this information orally as well.

In the syllabus, encourage students who have special needs to talk to you directly or register with the DRC.

Outline the day's lecture on the board and/or in a handout. End the lecture by giving a brief review of the material presented and emphasizing key points.

Point out the organizational structure in your textbook, e.g.; chapter summaries, subheadings, indexes, charts and maps.

Prepare handouts and review technical terms used in your class and in the reading assignments. Break down difficult concepts or procedures into steps or parts.

Incorporate demonstrations, "hands on" and lab experiences whenever possible.

Suggest that students arrange to have written work proofread (unless this compromises the course objectives).

Include time for questions and answers.

Let LD students sit in the front row seats.

Feel free to call a DRC Counselor or LD Specialist for help or with questions. Although no personally identifying information may be disclosed without a student's written permission, general discussion may be helpful.

Test Adaptation and Administration

Give students study questions for exams that demonstrate the format as well as the content of the test, and an explanation of what constitutes a good answer and why.

Make sure the test directions are explicit and fully understood. Go over written directions orally, if necessary, and allow for questions before/during the test.

Go over failed exams with students.

The following are common test accommodations that may be individually prescribed for an LD student, based on an assessment of that student's specific processing deficits:

Provide large-print tests

Allow extra time

Arrange for individually proctored test in a distraction-reduced room

Permit oral testing

Permit the use of word processors (with dictionaries, thesauruses, and spell checks) as long as this does not compromise course objectives

Permit the use of calculators or multiplication tables for math tests, as long as this does not compromise course objectives

Questions? Contact the DRC at 530/541-4660 ext. 249