1. Students with Learning Disabilities
Advising Considerations
Resources for Disabled Students

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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)

9. 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

10. 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

11. 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

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