Student Success
Services for Students with Disabilities
Understanding and Teaching Students
with Learning Disabilities
What is a Learning Disability?
The National Joint Committee on Learning Disabilities (NJCLD), composed of nine professional organizations that deal with learning disabilities at all levels of education, developed the following definition. The organizations involved in the NJCLD include the National Association of School Psychologists, American Speech-Language-Hearing Association, and the Association of Higher Education and Disability.
Learning disabilities is a general term that refers to the heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. These disorders are intrinsic to the individual, presumed to be due to central nervous system dysfunction, and may occur across the life span. Problems in self-regulatory behaviors, social perceptions, and social interaction may exist with learning disabilities but do not by themselves constitute a learning disability. Although learning disabilities may occur concomitantly with other handicapping conditions (for example, sensory impairment, mental retardation, serious emotional disturbance) or with extrinsic influences (such as cultural differences, insufficient or inappropriate instruction), they are not the result of those conditions or influences. (NJCLD, 1988)
Not all students with learning disabilities will display the same learning characteristics. However, if you have a student who "sometimes," "often," or "usually," exhibits any combination of the following characteristics, you may have a student with a learning disability in your classroom.*
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demonstrates marked difficulty in reading, writing, spelling, and/or using numerical concepts
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has illegible handwriting or has great difficulty taking notes from lectures
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seems to have a better understanding of course material than test results indicate
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seems to have a preferred style of learning (auditory, visual, or hands-on)
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appears clumsy or poorly coordinated
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has difficulty maintaining a schedule, repeatedly forgets assignments, loses possessions, and generally seems disorganized
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has difficulty understanding or following directions
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confuses similar letters and words, such as "b" and "d" or "was" and "saw"
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is easily distracted
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displays anxiety or anger because of inability to cope with school or social situations
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demonstrates an inability to understand the subtleties in a social situation, and doesn't seem to perceive how his/her behavior comes across to others
* Adapted from the Rockville Campus Learning Center, Rockville, MD
Students who are having academic difficulty because of learning disabilities can be referred to the Director of Services for Students with Disabilities, Disability Services Center, College Hall 131, 215-641-6575. Students will be informed of the support services, accommodations, and documentation requirements for eligibility. Students who are suspected of having undiagnosed learning disabilities may be referred to the Disability Services Center for informal screenings, which may include referrals for diagnostic testing at the student's expense.
Tips for Teaching Students with Learning Disabilities (LD)
Get the Students' Attention
Many Students with LD have problems with attention and concentration. Like students with attention deficit disorder, students with LD may have difficulty focusing on important environmental stimuli. In the classroom, some students may appear to be unmotivated or uninterested. However, this behavior may be symptomatic of a neurologically based problem.
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Use expressive body language
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Make eye contact with individual students
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Use colored chalk (make sure chalkboard is clean and free of distracting marks)
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Use visual aids such as transparencies or PowerPoint presentations
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Close classroom doors and avoid standing by the window.
Use any technique that gets the students' attention and that conveys further meaning.
Use a Multi-Modality Approach
Students with LD have unevenly developed academic or language processing skills. They often have a preferred style of learning, such as auditory, visual, or hands-on. One of the oldest and most effective remedial techniques is to present information through a variety of modalities so that the student can "see it", "hear it", or "manipulate it". Many students with LD learned to read and spell using this method. This approach can be easily adapted for the college classroom.
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Key information and directions should be written and said. Try to "write what you say" and "say what you write" as you lecture.
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Refer to specific textbook sections to elaborate key lecture information, especially diagrams, charts, and pictures.
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Utilize videos, diagrams, models, or easy to read transparencies.
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Try using multi-media presentations like PowerPoint to engage students visually and auditorily in the learning process.
Be Conscious of Pace and Choice of Language
Learning disabilities are often language based. Although this is most evident in expressive language (grammar, spelling, verbal expression), receptive language can be affected also. Remember that it may take these students longer to process verbal information. They may not be able to listen, comprehend, evaluate, and identify the salient points of a lecture quickly and efficiently.
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Pause for questions to give students a chance to "catch up".
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After asking questions, allow sufficient time for the student to process the information and formulate an answer. Don't mistake a "silent response" for lack of knowledge.
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Avoid jargon if possible. When technical language is necessary, write it and define it.
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Try to avoid lengthy, complex sentences that may obscure meaning.
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Directions should be consistent, uncomplicated, and written and spoken.
Provide Structure and Repetition
Research has shown that students with LD may have poorly developed memory strategies and are less self-directed in their learning than other students. Unlike successful students, they may not utilize the executive skills that promote efficient learning. Students with LD may have difficulty organizing and memorizing information, planning long-range assignments, and managing their time.
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Try to summarize the previous lecture and recap the current lecture. Explain the format of the lecture. Be explicit by explaining how you lecture: "This is how I lecture. I summarize... I lecture... I recap..."
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Use advance organizers to outline main ideas or provide brief written outlines.
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Be redundant! Storing and recalling information is often difficult for students with LD. They tend to have to hear it and/or see it more often to remember it.
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Clearly state assignments, due dates, grading policies, course objectives, and other important information in the syllabus.
Help Students to Integrate and Synthesize Information
Some students with LD may have difficulty forming concepts or generalizing information. Lectures that rely only on abstract concepts, open ended statements, or inductive teaching methods may frustrate students. However, the ability to use higher level thinking skills may be enhanced by how information is presented.
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Teach initial concepts deductively by beginning with main ideas and then providing the supporting facts and details.
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Avoid conceptual density (cramming too much information).
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Use examples, anecdotes, and analogies to make abstract concepts "concrete".
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Don't assume the student understands the concept, possesses the prerequisite knowledge, or makes connections. When necessary, explicitly teach or explain the "obvious".
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Point out when new information has an obvious connection to previously learned information.
Reinforce Effective Study Habits, Learning Strategies, and Test Taking Skills
Some students with LD have developed a "learned helplessness" syndrome from years of academic failure or low expectations from teachers and families. They may attribute academic success to ability rather than effort. It is important that teachers remind students that learning requires not only persistence but also efficient study techniques, which can be learned and applied to all academic endeavors.
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Help break the "learned helplessness" syndrome. Remind students that success is a function of effort.
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Provide pointers on how to apply study strategies to your course. Review the organization of the text and how to use it in conjunction with lecture notes. Transference of skills may not occur without direct instruction.
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Give specific advice on how to prepare for your exams. If possible, give sample test questions. Students may be unfamiliar with questions that require applying knowledge, choosing from among similarly worded alternatives, or choosing the answer that is not true. They may not know how to structure the answer to an essay question.
Provide Easy Access to Information
Students with LD may be reluctant to use accommodations. They may not want to appear to be different. At the same time, accommodations such as tape recording lectures are often a benefit to all students. Make your lectures as accessible as possible by providing information in alternative formats, providing clear readable photocopies of handouts, and directing students to supplementary information sources.
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Encourage tape recording of lectures and sharing of lecture notes.
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Consider providing outlines, especially if your course is hands-on (lab sciences, computer science).
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Type all handouts and make sure photocopies are easy to read. If you use numerous handouts, consider making them available on disk.
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When writing on the board, use manuscript rather than cursive.
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Post lecture notes on the Internet or use PowerPoint presentations.
Test The Students' Knowledge, Not The Effects of the Learning Disability
Testing accommodations allow students with LD to compete on an "equal playing field" with their peers. Remember that answering a question requires processing receptive and expressive language. Students with LD may need additional time to comprehend the question, formulate the answer, and put their thoughts into written language. Weaknesses characteristic of LD, such as poor reading and spelling skills, inefficient storage and retrieval of information, and slow or awkward handwriting can compromise test performance, especially under strict time limits.
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Encourage students to utilize extended time testing, an alternative testing location, or a scribe when these accommodations are appropriate.
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Provide both essay and multiple choice formats.
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Ask students to verbally expand on written answers.
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Combine take-home and in-class testing.
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Provide alternatives to computer-scored answer sheets.
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Avoid obtuse wording, embedded clauses, and parenthetical statements when writing test questions. Encourage students to request clarification of the intent of exam questions.
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Critique drafts of papers, providing suggestions for revision.
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Suggest that students use dictionaries, spell checkers, or computers for essay exams. Consider not penalizing for spelling errors on in-class writing.
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Provide easy to read copies of tests. For math tests, include plenty of workspace.
Treat Students with Respect
Students often attribute their academic success to their professors, especially to those teachers who are receptive to discussing a student's disability. Students are usually not looking for an unfair advantage. They want to be treated fairly and to feel that they have the teacher's support. Most students will not approach a professor who seems to be unsympathetic or intolerant of students who learn differently or need accommodations. These impressions are often conveyed in subtle ways through tone, style of communication, or body language. Remember that it can be intimidating to meet with a professor for the purpose of explaining one's functional limitations. Establishing a relationship with a student that encourages disclosure and trust will often be enough to provide a successful educational experience.
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The LD label has stigmatized many students. Look beyond the label to know the student. Encouraging students to meet with you for extra help is an excellent way to establish personal relationships.
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Become more knowledgeable about learning disabilities. Much information is available on this web site, and in scholarly and popular publications.
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Avoid making statements that cast doubt on the legitimacy of learning disabilities. Despite your personal opinion, remember that LD is considered a disability under the federal laws that prohibit discrimination against persons with disabilities. Derogatory remarks or suggestions that appropriate accommodations are unfair or inconvenient could be interpreted as intimidation or harassment.
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Include a statement on your syllabus that invites students with disabilities to speak with you about their need for accommodations. However, don't feel pressured into providing unauthorized accommodations. Request an accommodation letter for verification.
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When a student discloses a learning disability, be supportive. Admitting to a teacher that learning is difficult is not easy to do.
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Avoid the "I'll save you" syndrome. Showing respect includes treating students as adults who can take responsibility for their own learning. Doing too much for students fosters dependence. Students with LD have the same "right" to fail as other students.
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Try not to show impatience or annoyance with students who ask obvious or redundant questions. If necessary, speak privately with students whose behavior is distracting. Above all, never embarrass a student in class.
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Avoid telling students that they can't accomplish career goals or that they will not be accommodated in the work place or for licensing and certification examinations. However, tell students what skills are required for minimal competency in their chosen careers. They need a realistic idea of professional expectations to make informed career choices.
Sources
Brinckerhoff, L.C., Shaw, S.F., McGuire, J.M., (1993). Promoting Postsecondary Education for Students with Learning Disabilities. Austin, TX: PRO-ED, Inc.
Vogel, S. A., Adelman, P. B., (1993). Success for College Students with Learning Disabilities. New York: Springer-Verlag, Inc.
Wong, B. Y., (1991). Learning About Learning Disabilities. San Diego, CA: Academic Press.
