College Students with Learning Disabilities

(from AHEAD - Association on Higher Education and Disability)

A Learning Disability
* a disorder which affects the manner in which individuals with normal or above average intelligence take in, retain, and express information. It is commonly recognized as a deficit in one or more of the following areas: oral expression, listening comprehension, written expression, basic reading skills, reading comprehension, mathematical calculation, or problem solving. Individuals with learning disabilities also may have difficulty with sustained attention, time management, or social skills.
* presumably due to central nervous system dysfunction.
* cross-cultural. It occurs regardless of racial or ethnic origin.
* often inconsistent. A learning disability may persist throughout life, but the problems manifested may change depending upon the learning demands and the setting. It may cause problems in grade school, seem to disappear during high school, and then resurface again in college. It may manifest itself in only one academic area, such as math or foreign language, or impact an individual's performance across a variety of subject areas and disciplines.
* FRUSTRATING! Because a learning disability is not visible, teachers, parents, and peers often do not understand the challenges faced by individuals with learning disabilities often have to "prove" to others that their invisible disabilities are a handicap.
A Learning Disability Is Not:
* a form of mental retardation or an emotional disorder.
* primarily due to other handicapping conditions, environmental, or cultural influences. It may occur concomitantly with other handicapping condition but is not the result of these conditions.

Characteristics of College Students with Learning Disabilities

Many college students with learning disabilities are intelligent, talented, and capable. Typically, they have developed a variety of strategies for compensating for their learning disabilities. However, the degree of severity of the disability varies from individual to individual.

Individuals who come from divergent cultural and language backgrounds may exhibit many of the oral and written language behaviors cited below but are not necessarily learning disabled by virtue of this difference alone.

A. Reading Skills
* Slow reading rate and/or difficulty in modifying reading rate in accordance with material's level of difficulty.
* Uneven comprehension and retention of material read.
* Difficulty identifying important points and themes.
* Incomplete mastery of phonics, confusion of similar words, difficulty integrating new vocabulary.
* Skips words or lines of printed material.
* Difficulty reading for long periods.

B. Written Skills
* Difficulty planning a topic and organizing thoughts on paper.
* Difficulty with sentence structure (e.g., incomplete sentences, run-ons, poor use of grammar, missing inflectional endings).
* Frequent spelling errors (e.g., omissions, substitutions, transpositions), especially in specialized and foreign vocabulary.
* Difficulty effectively proofreading written work and making revisions.
* Compositions are often limited in length.
* Slow written production.
* Poor penmanship (e.g., poorly formed letters, incorrect use of capitalization, trouble with spacing, overly large handwriting).
* Inability to copy correctly from a book or the blackboard.

C. Oral Language Skills
* Inability to concentrate on and to comprehend spoken language when presented rapidly.
* Difficulty in orally expressing concepts that they seem to understand.
* Difficulty in speaking grammatically correct English.
* Difficulty following or having a conversation about an unfamiliar idea.
* Trouble telling a story in the proper sequence.
* Difficulty following oral or written directions.

D. Mathematical Skills
* Incomplete mastery of basic facts (e.g., mathematical tables).
* Reverses numbers (e.g., 123 to 321 or 231).
* Confuses operational symbols, especially + and x.
* Copies problems incorrectly from one line to another.
* Difficulty recalling the sequence of operational concepts.
* Difficulty comprehending word problems.
* Difficulty understanding key concepts and applications to aid in problem solving.

E. Organization and Study Skills
* Difficulty with organization skills.
* Time management difficulties.
* Slow to start and to complete tasks.
* Repeating inability, on a day-to-day basis, to recall what has been taught.
* Lack of overall organization in taking notes.
* Difficulty interpreting charts and graphs.
* Inefficient use of library and reference materials.
* Difficulty preparing for and taking tests.

F. Attention and Concentration
* Trouble focusing and sustaining attention on academic tasks.
* Fluctuating attention span during lectures.
* Easily distractible by outside stimuli.
* Difficulty juggling multiple tasks demands and overloads quickly.
* Hyperactivity and excessive movements may accompany the inability to focus attention.

G. Social Skills
Some adults with learning disabilities have social skills problems due to their inconsistent perceptual abilities. These individuals may be unable to detect the difference between sincere and sarcastic comments or be unable to recognize other subtle changes in tone of voice for the same reason that a person with a visual perceptual problem have trouble discriminating between the letters "b" and "d". Difficulties in interpreting nonverbal messages may result in lowered self-esteem and may cause some adults with learning disabilities to have trouble meeting people or working cooperatively with others.

Suggestions for Faculty

Faculty play a critical role in helping students who may have learning disabilities by referring them to a trained specialist. Once identified, faculty can develop "academic adjustments" that will permit students with learning disabilities to fully access lecture and course materials.
1. Encourage students to make an appointment during office hours to self-disclose. Ask students who identify themselves how you, as a faculty member, can assist in facilitating course material.
2. Provide students with a detailed course syllabus. If possible, make it available before Registration week.
3. Clearly spell out expectations before course begins (e.g., grading, material to be covered, and due dates).
4. Start each lecture with an outline of material to be covered that period. At the conclusions of the class, briefly summarize key points.
5. Speak directly to students, and use gestures and natural expressions to convey further meaning.
6. Present new or technical vocabulary on the blackboard or use a student handout. Terms should be used in context to convey greater meaning.
7. Give assignments both orally and in written form to avoid confusion.
8. Announce reading assignments well in advance for students who are using taped materials. It takes an average of four weeks to get a book tape-recorded.
9. If possible, select a textbook with an accompanying study guide for optional student use.
10. Provide adequate opportunities for questions and answers, including review sessions.
11. Allow students to tape record lectures to facilitate their notetaking.
12. Provide, in advance, study questions for exams that illustrate the format, as well as the content of the test. Explain what constitutes a good answer and why.
13. If necessary, allow students with learning disabilities to demonstrate mastery of course material using alternative methods (e.g., extended time limits for testing, oral exams in a separate room).
14. Permit use of simple calculators, scratch paper, pocket spellers, and dictionaries during exams (no programmable calculators!)
15. Encourage students to use campus support services (e.g., pre-registration, assistance in ordering taped textbooks, alternative testing arrangements, specialized study aids, peer support groups, diagnostic consultation, study skills, developmental skill courses, and academic tutorial assistance).

Suggestions for College Students

If you know you have a learning disability and have documentation, talk with you instructors before the semester begins. If you think that you may have a learning disability, but aren't sure, contact a staff member in the disabled student services office, counseling services, or learning assistance center on campus.

1. Set realistic goals and priorities for course work.
2. Be prepared to request "reasonable accommodations" in your course work so you can learn and demonstrate your knowledge of course material. This is your right under Section 504 of the Rehabilitation Act of 1973 which prohibits discrimination on the basis of a handicap.
3. Become knowledgeable and comfortable about describing your disability so you can advocate for yourself with faculty.
4. Keep only one calendar with all relevant dates, assignments, and appointments. Do not try to keep a schedule in your head.
5. Sit toward the front of the classroom to maximize your contact and to reduce distractions.
6. Use a tape recorder during lectures. Selectively tape-record key points using the "pause" switch.
7. Listen to the tape or review your written notes as soon as possible after class to refresh your memory and to fill in any gaps.
8. 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; fatigue is a big time waster.
9. If you learn better by listening to others and then discussing what you have learned, start a study group.
10. Make notes of any question you might have so that they can be answered before the next exam. If you are having trouble or feel overwhelmed, talk with the professor immediately.
11. Do not hesitate to seek help. It is critical that you link-up with campus supports before you fall behind in your work.

If you have any questions about learning disabilities, adult attention deficit disorder, or other disabilities and how they affect learning, contact
ACCESS (805) 378-1461

Return to Information for High School Students/Incoming Freshmen

Return to Information for Faculty