A learning disability is a permanent neurological disorder that affects the manner in which information is received, organized, remembered, and then retrieved or expressed. Students with learning disabilities possess average to above average intelligence. The disability is demonstrated by a significant discrepancy between expected and actual performance in one or more of the basic functions:  memory, oral expression, listening comprehension, written expression, basic reading skills, reading comprehension, mathematical calculation, or mathematical reasoning.

Accommodations may include

(No student will need all of these and specific accommodations are based on the diagnostic information filed with DSS.)

Registration

• reduced course load
  
• priority registration

General

• extended time to complete assignments

Note taking

• tape recorders
  
• copies of classmate's notes
  
• photocopies of instructor's notes/outline

Testing

• extended time
  
• proctored testing in a quiet, separate area
  
• test read to student
  
• student responds orally to essay test
  
• alternative type of exam
  
• scribe
  
• blank card or paper to assist in reading
  
• calculator

Reading

• taped textbooks
  
• reader

Writing

• extended time for in-class assignments to correct spelling, punctuation, grammar
  
• word processor with spell checker

Math

• calculator for a student with a disability in the area of math processing

If you want to know more about learning disabilities...

Learning disabilities vary from one person to another and are often inconsistent within an individual. 

Some of the terms associated with learning disabilities include 

• dyslexia - inability to read
  
• dyscalculia - inability to do mathematics
  
• dysgraphia - inability to write words with appropriate syntax 
  
• dysphasia - inability to speak with fluency or sometimes to understand others
  
• figure-ground perception - inability to see an object from a background of other objects
  
• visual discrimination - inability to see the difference in objects
  
• auditory figure-group perception - inability to hear one sound among others
  
• auditory sequencing - inability to hear sounds in the right order

Students may demonstrate one or more problem characteristics and the form may be mild, moderate, or severe 

Study Skills

• inability to organize and budget time
  
• difficulty taking notes/outlining material
  
• difficulty following directions
  
• difficulty completing assignments on time

Writing Skills

• frequent spelling errors
  
• incorrect grammar
  
• poor penmanship
  
• poor 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 
  
• poor vocabulary and word recall
  
• problems with correct 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

Tutoring Strategies for Working with Students with Learning Disabilities

1. Before determining what to work on, both you and the student must understand the student's specific strengths and areas for improvement. Your first few sessions together should be spent discussing the student's learning disability, how it may affect her/him in school, and techniques for compensating for it. This is also the time to build trust. We believe this can be accomplished by
   • Treating the student as an equal. The student may have a learning disability, but she/he also possesses knowledge and talent that others may not have.
   • Listening to what is important to the student. What areas of learning does he/she want to focus on?
   • Creating an atmosphere that permits the student to confide in you. It is important to find a location away from peers and teachers, where students with a learning disability can feel comfortable to tackle problems without fear of being embarrassed.
2. Final determination of what to work on is based on the following factors
   • The nature and severity of the student's learning disability.
   • The student's concerns.
   • The course requirements.
3. We suggest listing information under each factor. Then use this information to determine priorities for the tutoring program. Some students may just require assistance with papers and reading assigned in their courses. Others also may want to work on supplementary materials. For example, a student planning to take a statistics course may want to review basic algebra concepts and overcome problems understanding fractions. A student with reading comprehension difficulties may want to focus on ways to improve her/his vocabulary.
4. When working with a college student with a learning disability, it is important to ask what she/he would like to work on each session. The student knows where help is needed. Because of the help the student requests with coursework, in the majority of sessions you may not be able to work specifically on supplementary materials. For example, she/he may need help with learning the difference between "affect" and "effect", with developing an outline for a research paper, or with monitoring an English theme for errors. These items should be dealt with at the beginning of the session. Once the student's immediate concerns are alleviated, you may begin to work on the supplementary materials.
5. Begin working on supplementary materials by reviewing previously learned material. Periodic review provides necessary reinforcement. If there is satisfactory progress, then the remainder of the session can be used to introduce the new material.