WHAT ARE EFFECTIVE ACCOMMODATIONS FOR STUDENTS WITH LEARNING DISABILITIES?

A learning disability is a chronic impairment that affects how an individual processes information. A language-based or perceptual problem may affect reading, spelling, writing, or computational skills. By definition, individuals with learning disabilities may possess average to superior intelligence but may have difficulty discriminating between similar sounds, symbols, or objects. While some individuals may think logically, they may be unable to write coherently. Other students may learn effectively from lectures, but have difficulty decoding and comprehending reading assignments.

Most performance expectations in the classroom are based on the student's ability to absorb, communicate, and evaluate information that is obtained through lecture and the printed page. The student with a learning disability may require innovative ways of receiving and transmitting information. To allow students to process information differently, DSS may offer the following suggestions:

• Allow students to tape lectures, or provide copies of class lectures.
• Encourage the use of word processing for written assignments, including spell-check and grammar-check functions. Encourage use of screen reader software, if it is available.
• Allow alternative forms of evaluation such as taped or oral exams.
• Grant extended testing time in a quiet environment.
• Incorporate visual, oral, and tactile demonstrations into instruction to use all sensory modes.Assist in finding qualified note takers. Students should take their own notes as well.
• Understand that students with learning disabilities may need accommodations that seem inconsistent with course objectives.
  

A reading class, for example, may become a listening comprehension course.

WHAT ARE NEEDS OF STUDENTS WITH BRAIN INJURIES?

Many academic accommodations appropriate for students with learning disabilities are also appropriate for students who have incurred brain injuries. Other physical impairments may occur concurrently with brain injuries. At times, brain injury can result in more extreme discrepancies in ability than those observed in students with learning disabilities. Time management and memory strategies must be encouraged and reinforced.

WHAT SUPPORT IS EFFECTIVE FOR STUDENTS WITH ATTENTION DEFICIT DISORDERS?

The Diagnostic and Statistical Manual of Mental Disorders (DSM IV) classifies attention-deficit/hyperactivity disorder (ADHD) into three types: predominantly inattentive, predominantly hyperactive-impulsive, and combined. Although once considered "childhood disorders," these conditions have been recognized as chronic impairments which continue into adulthood and are often controlled through medication. Distractibility, impulsivity, and possible hyperactivity are symptoms that make learning difficult for adult students. To encourage students to attend to learning tasks, DSS may recommend training in time management skills and may suggest the following accommodations:

• Separate testing in a quiet environment
• Short classroom breaks
• Use of an assistive hearing device (to focus attention)
• Taping of class lectures or copies of class lectures