Students with Learning Disabilities Advising Considerations Resources for Disabled Students

Students with Learning Disabilities Definition: neurological condition, difficulty to acquire/utilize academic and social skills More than a ‘difference’ Average to above average intelligence (IQ) Affects brain’s ability to receive, process, store and respond to information Varies in its impact; more pronounced in some situations, not in others Website for more details http://www.ncld.org/learning-disability-resources/videos/video-learning-disabilities-what-are-the-different-types

Common Types at CSU Unspecified: difficulty learning in general, usually less severe/diffused effects Dyslexia: hinders reading, writing, spelling, speaking Decoding of words Related conditions Dysgraphia: affects writing, spelling, poor handwriting, putting thoughts on paper, etc. Dyscalculia: involving math, calculations and concepts Dyspraxia: motor skills, from minor to more complex, often coexists with other LDs Executive functioning: affects planning, organizing, strategizing, remembering details, managing time and space

Other Conditions affecting Learning Attention-Deficit/Hyperactivity Disorder (ADHD): difficulty getting/staying focused, modulating attention, controlling impulsivity, and self-managing behavior Visual processing: difficulty seeing difference between two similar letters, shapes, objects, colors, shapes and patterns Scotopic Sensitivity Syndrome (Irlens): affected by light sensitivity, contrast problems, restricted field of clear vision, poor depth perception, attention, concentration, headaches and migraines Auditory Processing Disorders: difficulty in distinguishing difference between similar sounds, differentiating sounds from background noise

Complexities Giftedness: exceptional talent in one area overshadows an LD in another (twice exceptional) Non-verbal: tendency to talk, ability to read and spell, predisposition to memorize and repeat large amounts of verbal info but a pronounced weakness in knowing how and when to share knowledge appropriately Autism Spectrum: physical awkwardness, social intrusiveness, social isolation Head Injuries/concussion: similar affects of learning disabilities in processing information

Considering the Student Student Identification/Ownership Unwillingness to admit Due to effects of past experiences Many disabilities not normalized Stigmatized by ‘special’ label (in K-12) Desire to be ‘like’ everyone else But may not know extent of Demands Own limitations Accommodations/Resources Coping mechanisms Each student presents unique case Strong in some areas, weak in others

Putting the Puzzle Together Consider strengths, challenges, learning style, interests, preferences, etc. Consider the impacts on learning process Input Visual Auditory Processing Attention Executive Processing Social cues Output Kinesthetic Memory

Advising Considerations May need more personal support (coaching) Management of effects of learning disabilities When meeting one-on-one LD effects on following directions/sequence of process May need both written and verbal instructions Difficulty filling out forms, using computer, etc. First term critical Suggestions: Delay courses related to limitations (math, English) Limit number of courses with high volume reading Only one lab course at a time Reduced course load (12 instead of 16 credits)

Advising Considerations (cont.) Course selection Some courses more problematic Reading, math, science, etc. Seek a balance in types of courses Large classes more difficult for some LDs Small groups may or may not be helpful Time of day Some students on medication Some students do better am or pm Some require more time/flexibility of when to study

Advising Considerations cont. Deciding a major Alternative paths to future goal Sequence of courses Careful consideration/adjustment of when taken Clearly define the skills/courses needed for certain majors Math more critical for some majors than others Substitutions not possible for core courses of majors Identify alternative majors that may be less impactful on learning disability Discuss extending graduation time Emphasis on 4 years stressful Normalize that it may take a little longer – for anyone

Summary for Success One size does not fit all Keys to Advising Balance Courses and demands of program Flexibility Timing is critical Individuality What works for one may not work for another Collaborative creativity Putting the puzzle together - together

Questions? Comments? Contact: Resources for Disabled Students 100 General Services 491-6385 Director: Rose Kreston Accommodations/Advocacy Specialists: Kathleen Ivy, Rhondda Walker, Terry Schlicting