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-disabilityresources/videos/video-learning-disabilities-what-arethe-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
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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:
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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