Office for Disability Services
Resource Manual for Faculty
Understanding Students with Learning Disabilities
"Learning disability" is a broad term used to describe a dysfunction in cognitive process of attention, perception, language processing and memory. An impairment in any one of the cognitive learning functions can compromise achievement in the learning process. There will be significant variation as to how learning is affected in each student with a learning disability. Although learning disabled students have average to above average intelligence, there is a significant discrepancy between expected and actual performance in one or more of the basic functions. These cognitive processes include memory, oral expression, listening comprehension, written expression, basic reading skills, reading comprehension, mathematical calculation, or mathematical reasoning.
Because the expectation is that a college student will absorb information, communicate it and be evaluated through the printed page, the learning disabled student will need assistance and support from professors in finding innovative ways of receiving and transmitting information and in being evaluated. Because a learning disability is "hidden" the instructor may have doubts about the validity of these alternative approaches. However, the fact remains that the student's capacity for learning is intact. It is only the means by which information is processed that is different.
The United States Congress recognized our responsibility to respond to students with learning disabilities by passing the Rehabilitation Act of 1973 which states, "No otherwise qualified handicapped individual...shall, solely by reason of his handicap be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance." Final regulations for the implementation of Section 504 of the Rehabilitation Act defined a handicapped person as having "a physical or mental impairment which substantially limits one or more of such person's major life activities." The law defined learning as a major life activity. Thus, we allow for accommodations which consider the disability of the student and make academic adjustments for the student. "Accommodations are made so that students are measured by their achievements rather than the impaired sensory, manual or speaking functioning." Academic accommodations requested by students must be supported by the documentation presented to our office.
Every student comes to your class with a history of past academic experiences that shape self-image and will impact success in the classroom. For the LD student, the road through school has been pitted and pot-holed. Some are made tougher for the experience, others more fragile. Despite the difficulties of the past, they have chosen to pursue a higher education.
Students attending Ohio University who have been diagnosed as LD since elementary school are typically determined to succeed. They have probably fought to be included in the "regular" classroom and will attempt to participate in your class without accommodations. These students are fiercely independent and do not want to feel like they are getting special consideration for their disability. It is important that the faculty member believe that accommodations are the right of the student and not reinforce the idea that the student is receiving an unfair advantage they do not deserve. These students have probably had to advocate for themselves with teachers for many years. Every quarter, with every professor, these students may have to explain their specific deficit. This may lead to feelings of defensiveness about their intellectual abilities. Students with LD sometimes become caustic or overly serious as a result of having to defend their right to accommodations, or even to be an Ohio University student.
Students who have recently been diagnosed as learning disabled may be experiencing relief that they understand why they have not been achieving at the level they believed possible. The LD diagnosis reinforces the personal belief that s/he is not lazy, "dumb" or inattentive. These students may not entirely understand how their learning disabilities impact their learning. Some may be fearful of approaching faculty members about accommodations, or ashamed to ask for help. They fear the faculty members will be suspicious, unsympathetic, inflexible or overly protective.
Services and accommodations for LD students are helpful to students. However, the LD student will study longer and harder than the student who is not LD. Learning disabilities are not an answer and they are not an excuse. They are a part of whom the student is and must be taken into account in the educational experience and in daily life.
Having a learning disability is just one aspect of the student. These students will bring many strengths and their own unique perspective to your classroom. It is to our benefit to foster an atmosphere of acceptance for differences which will encourage students to participate fully in the academic experience.
Characteristics of Learning Disabilities
There are general characteristics that apply to all learning disabilities. However, each person who has a learning disability is affected differently, which is often the reason they are difficult to recognize. It is beneficial to understand both the general characteristics and individual difficulties a learning disability creates.
General Characteristics
- Lasts a lifetime
- Discrepancy of performance within an individual
- Dysfunction of the central nervous system
- Occurs in students of average to above average intelligence
- Problems with cognitive function
- Often accompanied by secondary disorders:
- low self-esteem
- frustration
- social perception
- social interaction
Specific Characteristics
Students may demonstrate one or more 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
- Oral Language - difficulty understanding oral language when lecturer speaks quickly, difficulty attending to long lectures, poor vocabulary and word recall, problems with correct grammar, difficulty in remembering a series of events in sequence, difficulty pronouncing multi-syllabic words
- 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, difficulty pronouncing multi-syllabic words
- Reading Skills - slow reading rate, inaccurate comprehension, poor retention, incomplete mastery of phonics, poor tracking skills (skip words, lose place, miss lines), difficulty with complex syntax on tests
- Math Skills - computational skill difficulties, difficulty with reasoning, difficulty copying problems, difficulty with basic math operations, number reversals and confusion of symbols
- Social Skills - low self-esteem, disorganized, expects failure, spatial disorientation, low frustration level, impulsive, difficulty with delaying problem resolution, disorientation with time
Knowledge of the general terms associated with learning disabilities may be helpful when advising or discussing learning disabilities with students.
- attention deficit disorder (ADD) - problems focusing and maintaining attention
- perceptual processing impairment - the scrambling of input to the brain, the inability to see the difference in objects, to see a significant object from a background, or to discriminate one sound among others
- language processing disorder - difficulty grasping word meanings and complexities
- memory deficits - can involve memory deficits in short term or long term memory and may be due to faulty input, processing or retrieval
Teaching LD Students
Helping LD students learn takes some detective work. It is necessary for the student to understand his/her learning disability and to be able to plan and strategize for themselves. It is ideal for the teacher and student to collaborate in determining how the learning problem affects the student in your course. It may become clear from your contacts that the student is having problems with written expression, organizing information or making the leap from the concrete to the abstract.
There are simple teaching strategies that most professors already employ that will make learning easier for all students. The techniques below are particularly helpful for LD students.
- Include a statement on your syllabi that opens the door for discussion with students who have disabilities. For example: "If you have a documented disability that requires an accommodation, please notify me within the first week of the quarter."
- Make a course outline available before the first class meeting. This will give students time to order books on tape, arrange for readers or see if the course is a good fit for them.
- Announce your availability to suggest specific study approaches relevant to your subject and most appropriate to each student's own learning style. Time spent one-on-one is particularly helpful.
- At the beginning of the quarter, identify the main ideas that students should learn from the course. Outline the way you will present material and grade students on assignments during the quarter. Present due dates as far in advance as possible. LD students often require more time to complete reading assignments.
- Begin each class session by stating the objectives of the lecture. List the main points of the lecture on the chalkboard or overhead projector.
- When talking, be mindful of the speed and audibility of your lecture. The consistent use of pauses or voice inflections can be effective in emphasizing important points.
- When possible, use multi-sensory techniques in presenting material. When presenting new or technical terms, it can be crucial for LD students to have them written on the board or supplied in handouts. LD students often are confused when confronted with words they have only heard for the first time. Assignments and directions should be presented in both written and spoken form whenever possible. Also, maps, graphs, pictures and three-dimensional models often can enable LD students to learn certain information by communicating it in a modality that matches their stronger learning channel.
- Summarize and review the main points of each lecture in a way that helps students to integrate the new material into the larger objective teaching in the course.
- Encourage students to use the assistance available to them from the support person for Disability Services.
Students benefit greatly from individual assistance from faculty. Listed below are tips to use when interacting with LD students:
- Express that you are supportive of their need to learn in different ways.
- Indicate to students that you understand the effect of having a learning disability in a post-secondary setting. Explore learning strategies that will benefit students in your academic area.
- Students may not completely understand how their disability will affect their ability to learn in your class. Do not assume that a student will know the most effective way to compensate in your area.
- Hold disabled students to the same academic standards as non-disabled students. Let students know that you understand that accommodations are not an unfair advantage, but an adjustment made for a disabling condition.
Hard of Hearing/Deafness
Hearing impairments are the most common type of physical disability. Hearing loss may be sensorineural, involving an impairment of the auditory nerve; conductive, a defect in the auditory system which interferes with sound reaching the cochlea; or a mixed impairment, both sensorineural and conductive. A person with a hearing impairment may have language deficiencies and exhibit poor vocabulary and syntax.
Many students with hearing loss may use hearing aids and rely on lip reading. Only 30% of spoken words in English can be lip read. As an instructor, you should be aware that the student will need to see your lips to know what you are saying. Remember to face the class when speaking; your facial expressions also give clues as to the meaning of your words. Speaking slowly, using shorter sentences and gestures help facilitate understanding. Standing in front of a window or source of glare may limit visibility for the student. It is not helpful to shout or exagerate lip movements. Keep in mind the multiple ways information is flowing in the class that the student with a hearing impairment may be missing and spend time providing the student with the information.
Students with hearing and communication disorders may speak slowly and need more time to communicate. It is important to let the student finish the complete thought. It is helpful to summarize the message to check for accuracy of understanding. If an oral presentation is required, the instructor should discuss alternatives with the student.
Students using interpreters should discuss with the instructor the best place for the interpreter to be seated to see both the instructor and the student. The lecturer should speak with the student directly, not the interpreter. A note taker or copies of the lecture notes may be needed for the student will not be able to see the interpreter and take notes at the same time.
If the instructor is using videos as part of a class presentation, choosing a closed-caption version will allow the hearing-impaired student to participate fully. If the video is not closed-caption, a summary should be provided for the student.
Visual Impairments/Blindness
Visual impairments include disorders in the sense of vision that affect the central vision acuity, the field of vision, color perception, or binocular visual function. The American Medical Association defines legal blindness as visual acuity not exceeding 20/200 in the better eye with correction, or a limit in the field of vision that is less than a 20 degree angle (tunnel vision).
Since much of the information distributed in a classroom is visual, faculty must assist students in obtaining information in alternative formats, such as written information printed in enlarged fonts for students with visual impairments, or on tape or disc for students who are blind. Material presented on overheads may need to be read aloud. If movies and other visual aids are used, a summary should be provided. Materials must be provided to DS in advance of need be brailled and made available to students.
Visual impairments present mobility difficulties that students may need assistance with. Passages through doors and aisles should be kept clear. When furniture is moved, students should be advised of the new arrangement. Any changes in class location should be given to the student in advance or a non-disabled student should be assigned to wait at the door and guide the visually-impaired or blind student to the new location. When serving as a sighted guide, let the student take your arm just above the elbow.
Students may use a white cane or guide dog for mobility purposes. Guide dogs should not be petted when working.
A lower noise level in the classroom will be important for hearing. Students may require a reader for assignments and tests as well as a note-taker in class. Meeting with the student early in the quarter to determine necessary accommodations will ensure that the student's needs are met. It is helpful to identify yourself first when speaking with a blind student.
Psychological Disorders
Students with psychological disorders are often productive and successful students in the academic environment. Many students may be using medication to control symptoms which may interfere with the learning process. Medications or changes in medication may cause sleep disturbances, interfere with concentration, diminish ability to attend to lectures or successfully complete assignments. Some students may exhibit some negative behavior such as indifference or being disruptive. In the event of disruptive behavior, the student should be informed about the specific limits of acceptable behavior in the classroom and on campus. The Student Code of Conduct must be followed.
Accommodations may need to be made for students with psychological disorders. Flexibility with assignments may need to be negotiated in cases of health-related absences. Students should be able to present documentation of such a need to Disability Services, NOT to the professor. Students are required to meet the academic standards of the class. All information that the student discloses to the instructor is confidential.
Chronic Illnesses
Many students who are attending Ohio University have chronic illnesses that are disabling conditions. The degree to which these illnesses affect the student in the academic setting varies greatly. Some conditions may be stable, others may be progressive. Chronic pain may result in limitations to strength, standing, walking, climbing, sitting, kneeling, stooping, and carrying. Cold or sudden changes in temperature may increase the onset of pain. Students with chronic pain may need to stand or change positions intermittently during class. Students may have periods of intense illness, as well as periods of remission. An understanding of the volatile nature of chronic illness will assist the student in discussing the need for accommodations.
For some students, the effect of medication that is required to control symptoms may compound problems that impact academic performance. Common side effects of medication include fatigue, memory loss, shortened attention span, loss of concentration and drowsiness. Severe pain may increase the number of absences, but the student would still be required to complete the course assignments.
Frequently Asked Questions about Disability Student Services
- Does Ohio University provide services for students with disabiities?
- Yes, The Office for Institutional Equity (OIE) in Crewson House is the home of Disability Services. We guide the University in fulfilling its disability policy and meeting the requirements of the Americans with Disabilities Act (ADA) 1990.
- Who is eligible for disability services?
- Students who meet the ADA definition of disabled are eligible for services and accommodations for disabilities. The ADA defines disability as a physical or mental impairment that substantially limits one or more major life activities, such as walking, hearing, performing manual tasks or learning.
Students requesting services and accommodations are required to register by submitting disability documentation from a qualified practitioner that clearly states a diagnosis and provides supporting information of the need for accommodation. Services and accommodations are determined by the request of the student and the manner in which the disability creates a barrier to equal participation in programs and services.
- How do I know if a student is registered with the OIE as disabled?
- Students have the opportunity to have disability letters prepared for each class by OIE. Students are responsible for meeting with instructors, giving the instructor the notification letter and making the arrangements for accommodations for the course. If a student requests accommodations without providing a notification letter, it is your right to request one before providing accommodations. However, if the disability is obvious and the request is reasonable, you should provide the accommodation while waiting for notification.
- What is an accommodation?
- An accommodation is a modification, adjustment or elimination of a barrier to a program or service to enable a disabled individual to participate an on equal basis. Examples are extended time for test taking, providing print material in alternate formats and using FM listening devices.
- What should I do if a student brings me a notification letter from the OIE?
- When a student brings you a notification letter and discloses her/his disability to you, you should meet with the student and establish a means of providing accommodations that is satisfactory to you and the student. Faculty can greatly assist by asking the student what they can do to facilitate learning. Students needs are often simple to accommodate.
- What should I do if the student has requested an accommodation but I haven't been given a letter of notification from the OIE?
- If a student has an obvious disability and the request is reasonable, you should provide a reasonable accommodation and refer the student to the OIE. If the disability of the student is not obvious, you have the right to request notification from our office before providing the accommodation.
- How do I know if the accommodations are reasonable?
- Students are expected to fulfill the essential academic functions of a course. Accommodations are meant to modify barriers caused by the disability to enable the student to participate or be evaluated on an equal basis as non-disabled peers. Accommodations are not intended to alter the requirements of the course. If you have questions about the appropriateness of a request for accommodation, you should contact our office for clarification. You should provide a reasonable accommodation until the issue is resolved.
- Who is responsible for making accommodations?
- Faculty who have been notified of the need for accommodations by the OIE via a disability notification letter,and have been contacted by the student in a timely fashion are responsible for fulfilling accommodation requests. A faculty member who fails to do so may be personally liable for non-compliance of the ADA and Ohio University disability policy.
- What assistance is available to me when testing accommodations are requested?
- The most commonly requested accommodation is extended time for test taking. Most students begin the test in the classroom and finish in the instructor's office. If this arrangement is not possible, students may take the test in the OIE (limited space available). Students who need tests read aloud are best served when you administer the test, but the OIE staff is willing to assist in these cases.
- What if a students asks for extended time after a test has begun?
- Students are responsible for requesting accommodations in a timely manner. You are not responsible for providing accommodations without prior notice, but would want to make sure that arrangements are in place for future needs.
- What academic support services are available for student with disabilities?
- The Academic Advancement Center (AAC) has many programs to assist students. Students with disabilities are eligible for 4 hours of free tutoring per course, per week (when tutors are available). University College offers courses for credit that develop learning strategies, college reading skills and reading for speed and vocabulary. The AAC has a computer lab to teach novice computer users. Professional tutors are available in the areas of writing and math.
- What is the policy on confidentiality?
- Information regarding disabilities is confidential. Faculty should guard against acting in such a manner as to disclose the disability status of a student. For example, if a non-disabled student questions why a classmate is given more time to take a test, you should respond that an accommodation is being made for the student. Do not disclose that the student is disabled.
- Where can I find more information to assist students with disabilities?
- The Office for Institutional Equity is here to guide and assist you with disability issues. Please call 593-2620 for more information.
