It has been widely written that a growing number of students are arriving at college with learning disabilities. These students fall into three categories. Some of these students have diagnosed learning disabilities and present their school-district-mandated Individualized Education Plans (IEPs) to the Center on Disability (COD) here at our College. These students meet with the Learning Disability Coordinator and the counselor to review their documentation and determine appropriate accommodations. Some of these students then choose to identify themselves to faculty and use accommodations; however, others do not.
Another group of students received special services in their high school, but because college is a wonderful place to re-invent oneself, many students may opt not to identify themselves as having a learning disability in hopes that the strategies learned in high school will serve in them in college. While some students can succeed without support from the COD, others are probably in denial. And still others just do not want to be labeled, singled out or treated differently for fear of embarrassment or fear of stigmatization.
Finally there is the very large group of students who were never identified in school. Many of them are older returning students who struggled when they were in high school but are hoping that time, maturity, and new motivation will change outcomes this time around. They may or may not suspect they have a learning disability.
As faculty, however, you might suspect that a student has a learning difference (a term less stigmatizing than learning disability). But you also know that academic difficulties manifest themselves in various ways for students. So when is a lack of ability to master the curriculum a function of lack of preparation (actually opening and reading that text); when is it lack of study skills (poor preparation for how to study on the college level); when is it lack of sufficient intellectual aptitude (ceiling of ability to learn reached); or when is it a variation in the way the student learns (learning difference)?
Volumes have been written about the various types of learning disabilities and the impact they have on demonstrated mastery of subject mastery. And extensive research has produced numerous diagnostic measures. But as a psycho-diagnostic tool is not issued to each faculty member, what guidelines might be helpful in determining who should be referred to the Center on Disability, who should be referred for tutoring, and who should be referred to the Counseling Department (for issues of motivation, study skills, and external obstacles to learning)? Provided in this article is a checklist for faculty and counselors to help determine if a student should be referred to the COD.
If a learning disability is suspected, how can a faculty member approach a student to begin the discussion? First, as a pre-emptive measure, a faculty member can include a statement in his/her syllabus that invites any student who has or who suspects s/he has a learning disability to discuss this with the faculty member or to contact the COD. This sets a tone which invites the student to initiate a meeting with the faculty.
If a student requests a meeting with faculty to discuss learning disabilities, a meeting should be arranged during office hours or in another setting that ensures confidentiality and minimizes embarrassment. As previously mentioned, some students will choose not to identify themselves while others may not realize that they have learning disabilities. In this case, the faculty member will need to take the initiative. Again, setting up a private meeting or conference with the student is recommended. When meeting with the student, one direct approach is to ask, “Have you ever received any special assistance while you were in school, such as tutoring, technology support or resource room classes?” If the response is yes, inquire about the type of support the student received. Students who have received extra support in high school may or may not be comfortable discussing that support. However, if they know that similar supports might be available at the College, this may encourage them to seek assistance.
The next step is to inquire if the student is registered with the COD. If the student is not registered or says that no specialized assistance was received, then a faculty member may refer the student to the COD. The Learning Disability Coordinator will determine if the student is eligible for services or requires testing to determine eligibility. Other resources internal or external to the Center and/or the College may be explored with the COD staff.
The services a student with a disability receives from the COD may result in accommodations. What is an accommodation? “An accommodation is any change to a classroom environment or task that permits a qualified student to participate in the classroom process, to perform the essential tasks of the class, or to enjoy benefits and privileges of classroom participation...An accommodation is a legally mandated change that creates an equitable opportunity for task completion or environmental access.” (Gilbert, Dunne, Parker,2004). If students are entitled to accommodations, they will give accommodation forms to the faculty. The types of accommodations as listed on this form include use of a tape recorder, use of books on tape, use of adaptive technology, extended time testing, etc.
Following the above suggestions will create an environment that allows faculty and students to work together to ensure confidentiality, minimize embarrassment, and implement the accommodations. Any general questions regarding the students’ accommodations should be directed to the COD. Concerns about a specific student with a learning disability should, with written consent, involve discussion among the staff, the faculty and the student. For further information, please feel free to contact Marlene Koestenblatt, Coordinator of Services for Students with Learning Disabilities at extension 8984, Joan Monroe, Learning Disabilities Specialist/Learning Lab at extension 8478, or Theresa Tsai, Counselor in the Center on Disabilities at extension 8049.
A student with a learning disability may exhibit a few or many of the following behaviors:
The above material has been extracted from a checklist developed by L. Daniels & K Franklin, George Washington University and from “Basic Facts about Dyslexia: What Every Layperson Ought to Know,” The International Dyslexia Association.
References
Gilbert, Mary Pat, Winnie Dunne, and Kathy Parker (University of Kansas Medical Center) and Gwen Berry, Noelle Kurth, and Daryl Mellard (University of Kansas Center for Research on Learning). Ensuring Appropriate Accommodations for Students with Disabilities. University of Kansas Center for Research on Learning. 6 June 04.
©Copyright 2004. Contact author for permission
Maintained by Jay Howard,Sept 2004