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During this presentation faculty and administrators will become more aware of:
Approximately one hour.
The disabled student services coordinator/counselor would be responsible for setting up the overall presentation. This comprehensive presentation can be co-presented with a staff member who has experience with people with disabilities, or a student on campus with a learning disability.
For further preparation for this presentation, consult The Faculty Room at http://www.washington.edu/doit/Faculty/Strategies/Disability/LD/.
Today we will be discussing how to provide full access to college courses for students with learning disabilities.
Objectives for today's session include... (Paraphrase objectives on visual.)
"Learning disabilities" refer to a group of disorders manifested by significant difficulties in listening, speaking, reading, writing, reasoning, or mathematical abilities. A specific learning disability in most situations is a "hidden disability." There are no outward signs of a disability such as a white cane or wheelchair. A learning disability is unique to the individual and impacts learning in a variety of ways.
Generally speaking, someone may be diagnosed with a learning disability if he or she is of average or above-average intelligence and there is:
An untrained observer may conclude that a person with a learning disability is "lazy" or "just not trying hard enough." He may have a difficult time understanding the large discrepancy between reading comprehension and verbal skills. The observer sees only the input and output, not the processing of the information.
Learning disabilities usually fall within four broad categories: spoken language, which affects listening and speaking; written language, which affects reading, writing and spelling; arithmetic which affects calculation and concepts; and reasoning which impacts organization and integration of ideas and thoughts.
A person with a learning disability may have discrepancies in one or all of these categories. The effects of a learning disability range from mild to severe. Learning disabilities may also be present along with other disabilities such as mobility or sensory impairments. Often people with Attention Deficit Disorder/Attention Deficit Hyperactive Disorder (ADD/ADHD), although usually not classified as a learning disability itself, also have learning disabilities.
There are specific types of learning disabilities.
Students with specific learning disabilities may have difficulties acquiring knowledge and/or demonstrating knowledge. For a student who has a learning disability, auditory, visual, or tactile information can become jumbled at any point when it is transmitted, received, processed, and/or retransmitted. It may take longer for some students who have learning disabilities to process written information, making lengthy reading or writing assignments or tests difficult to complete in a standard amount of time. Some students who have learning disabilities may find it difficult to process and digest oral instruction and lectures. Some students who have learning disabilities may be able to organize and communicate their thoughts in a one-to-one conversation, but may find it difficult to articulate those same ideas in a noisy classroom.
Examples of accommodations for students with learning disabilities include note-takers and scribes; visual, aural, and tactile demonstrations incorporated into directions; computers with speech output, spell checker, and grammar checker; course and lecture outlines; and extra time or alternate testing arrangements.
Audiotaped class sessions, textbooks on tape, a tape recorder in class, and assignments in advance are also common accommodations for students with learning disabilities.
Technology can play a role in helping people with learning disabilities find success in academics and careers. Technology tools do not "cure" a specific learning disability; they compensate rather than remedy. With appropriate strategies, the person with a learning disability can apply his intelligence and demonstrate his knowledge using computer and adaptive technology. Trial and error may be required to find a set of appropriate tools and techniques for a specific individual. The person with the disability should help to determine what works and what does not. Once basic tools and strategies are selected, they can be "test driven," discarded, adapted, or refined.
Next we will view a short videotape in which high school and college students with learning disabilities discuss their challenges and how technology plays a role in their success in school. Your handout entitled Working Together: Computers and People with Learning Disabilities summarizes the content of this videotaped presentation.
(Facilitate a discussion using the questions below and/or others.)
(Consider having participants discuss a case. Case #1 on page 67 in the Presentation Tips section of this notebook would be appropriate.)
Most students with learning disabilities are bright and motivated to learn. However, academic failures can lead to low self-esteem and reduced motivation. Students, technology staff, and instructors can work together to develop appropriate accommodations, including the use of technology, that will lead to positive postsecondary and career outcomes for students with learning disabilities.
Here are some resources that might be useful to you as you work to maximize effective communication with all students in your classes. (Elaborate.)
For comprehensive information on accommodations, a wide range of case studies, frequently asked questions, and general resources, visit The Faculty Room at http://www.washington.edu/doit/Faculty/. This resource was developed at the University of Washington as part of a nationwide project to provide resources to faculty and administrators so that they can make their courses and programs accessible to all students. You can link to this resource from ____ (Arrange to make the link from your campus/departmental disabled student services home page before the presentation.). Consider linking to this Web site from your departmental Web pages for faculty.
Thank you for your time today and for your interest in finding ways to ensure that all of the students in our programs have equal opportunities to learn, explore interests, and express ideas.
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