A Learning Disability (LD) Is:

• A permanent disorder which affects the manner in which individuals with normal or above average intelligence take in, retain and express information. Like interference on the radio or a fuzzy TV picture, incoming or outgoing information may become scrambled as it travels between the eye, ear or skin, and the brain.
  
  

• Commonly recognized in adults with LD as deficits in one or more of the following areas: reading comprehension, spelling, written expression, math computation, and problem solving. Less frequent, but still troublesome, are problems in organizational skills, time management, and social skills. Some adults with LD may also have language-based and or perceptual problems.
  
  

• Often inconsistent. It may present problems on Mondays, but not on Tuesdays. It may cause problems throughout grade school, seem to disappear during high school, and then resurface again in college. It may manifest itself in only one specific academic area, such as math or foreign language.
  
  

• Students with learning disabilities often have to deal with their functional limitations, as well as with the frustration of having to "prove" that their invisible disabilities may be as handicapping as paraplegia.
  
  

A Learning Disability is Not:

• A form of mental retardation or an emotional disorder.
  
  

Some Common Characteristics of LD College Students

Reading Skills

1. Slow reading rate and/or difficulty in modifying reading rate in accordance with material difficulty.
   
   

2. Poor comprehension and retention.
   
   

3. Difficulty identifying important points and themes.
   
   

4. Poor mastery of phonics, confusion of similar words, difficulty integrating new vocabulary.
   
   

Written Language Skills

1. Difficulty with sentence structure (e.g., incomplete sentences, run-on sentences, poor use of grammar, missing inflectional endings.)
   
   

2. Frequent spelling errors (e.g., omissions, substitutions, transpositions), especially specialized vocabulary.
   
   

3. Difficulty copying from a book or the chalkboard.
   
   

4. Slow writer.
   
   

5. Poor penmanship (e.g., poorly-formed letters and trouble with spacing).
   
   

Oral Language Skills

1. Inability to concentrate on and comprehend oral language.
   
   

2. Difficulty in orally expressing ideas which s/he seems to understand.
   
   

3. Written expression is better than oral expression.
   
   

4. Difficulty speaking grammatically correct English.
   
   

5. Cannot tell a story in proper sequence.
   
   

Mathematical Skills

1. Incomplete mastery of basic facts (e.g., mathematical tables).
   
   

2. Reverses numbers (e.g., 123 to 321 or 231).
   
   

3. Confuses operational symbols, especially + and x.
   
   

4. Copies problems incorrectly from one line to another.
   
   

5. Difficulty recalling the sequence of operational processes.
   
   

6. Inability to understand and retain abstract concepts.
   
   

7. Difficulty comprehending word problems.
   
   

8. Reasoning deficits.
   
   

Organizational and Study Skills

1. Time management difficulties.
   
   

2. Slow to start and complete tasks.
   
   

3. Repeated inability to recall what has been taught.
   
   

4. Difficulty following oral and written directions.
   
   

5. Lack of overall organization in written notes and compositions.
   
   

6. Demonstrates short attention span during lectures.
   
   

7. Inefficient use of library reference materials.
   
   

Social Skills

Some adults with LD may have social skills problems due to their inconsistent perceptual abilities. For the same reason that a person with visual perceptual problems may have trouble discriminating between the letters "b" and "d", s/he may be unable to detect the difference between a joking wink and a disgusted glance. People with auditory perceptual problems might not notice the difference between sincere and sarcastic comments, or be able to recognize other subtle changes in tone of voice. These difficulties in interpreting nonverbal messages may result in lowered self-esteem for some adults with LD, and may cause them to have trouble meeting people, working cooperatively with others, and making friends.

Suggestions for Consideration when a Student with a Learning Disability is enrolled in your class:

1. If possible, give assignments both orally and in written form to avoid confusion.
   
   

2. Announce reading assignments well in advance for students who are using taped materials. It takes an average of six weeks to get a book tape-recorded.
   
   

3. When possible, present new or technical vocabulary on the chalkboard or use a student hand-out.
   
   

4. Permit use of tape recorders for note-taking by allowing students to tape lectures.
   
   

5. Provide study questions for exams that demonstrate the format, as well as the content, of the test. Explain what constitutes a good answer and why.
   
   

6. If necessary, allow students with LD to demonstrate mastery of course material using alternative methods (e.g., extended time limits for testing, oral exams, taped exams, individually proctored exams in a separate room).
   
   

7. Provide adequate opportunities for questions and answers, including review sessions.
   
   

8. If possible, consider selecting a textbook with an accompanying study guide for optional student use.
   
   

9. Encourage students to use campus support services (e.g., pre-registration, assistance in ordering taped textbooks, alternative testing arrangements, specialized study aids, diagnostic consultation, special tutorial assistance).
   
   

Most of these arrangements can be made through the Disabled Student Programs & Services Office at 660-4239.

• Adults with documented learning disabilities have the same legal entitlements as adults with physical disabilities. Section 504 or the Rehabilitation Act of 1973 prohibits discrimination on the basis of handicap against persons in programs or activities receiving or benefiting from federal assistance. Thus, in a post-secondary educational setting, Section 504 mandates "reasonable accommodation" for students with LD via such methods as taped textbooks and alternative testing arrangements, in the same way that it mandates curb cuts an ramped entrances to classroom buildings for physically disabled students.
  
  

To Students: Suggestions for College Students with Learning Disabilities

1. If you know that you have a learning disability and can substantiate your claim, you may want to talk to your instructors at the start of the semester.
   
   

2. If you think that you may have a specific learning disability, but are not sure, contact the DSP&S Office on campus in room A-103.
   
   

3. Set realistic goals and priorities for course-work.
   
   

4. Keep only one calendar with all relevant dates, assignments, and appointments.
   
   

5. Use a tape recorder during lectures. Check with your instructor for permission.
   
   

6. Listen to the tape as soon after class as possible to refresh your memory, the reorganize your notes.
   
   

7. Make notes of any questions you might have so that they can be answered before the next exam.
   
   

8. Sit in the front of the classroom to reduce distractions.
   
   

9. Estimate how long a given class assignment will take, generally planning on two hours outside of class for every hour in class. Build in study breaks to avoid getting too tired.
   
   

10. If you are having trouble, seek campus support help early in the semester. Contact the Tutoring Center at 660-4306 or DSP&S at 660-4239.