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College Students with Learning Disabilities

A Learning Disability (LD) Is:

A permanent disorder affecting an individual with average or above-average intelligence in one or more of the basic psychological processes. The disorder selectively interferes with integrating, acquiring, and/or demonstrating verbal and/or nonverbal abilities.
Frequently associated with some type of processing and/or memory deficit. It can be manifested in one or more of the following areas: reading comprehension, spelling, written and/or oral language, mathematics and problem solving. Less frequent, but no less troublesome, are problems in organizational and/or study skills, self-expression and social skills.
Frequently characterized by a significant discrepancy between ability and achievement.
Often inconsistent. It may present problems on Mondays, but not on Tuesdays. It may cause problems throughout grade school, seem to disappear during high school, and then resurface again in college. It may manifest itself in only one specific academic area such as math or writing.
FRUSTRATING! Persons with learning disabilities often have to deal not only with functional limitations, but also with the frustration of having to prove evidence of their “hidden disability”.

A Learning Disability Is NOT:

Primarily the result of auditory, visual or motor impairment; mental retardation; inadequate learning opportunities; cultural deprivation; or emotional disorder.

Common Characteristics of College Students With Learning Disabilities

Students may have one or more of these characteristics.
No student will have all of these problems.

Reading Skills

Slow reading rate and/or difficulty in modifying reading rate in accordance with material difficulty.
Poor comprehension and retention.
Difficulty identifying important points and themes.
Poor mastery of phonics, confusion of similar words, difficulty integrating new vocabulary.

Written Language Skills

Difficulty with sentence structure (e.g., incomplete sentences, poor use of grammar, missing inflectional endings).
Frequent spelling errors (e.g., omissions, substitutions, transposition), especially in specialized and foreign vocabulary.
Inability to copy correctly from a book or the blackboard.
Poor and slow penmanship (e.g., poorly-formed letters, incorrect use of capitalization, trouble with spacing, overly-large handwriting).

Oral Language Skills

Inability to concentrate on and comprehend oral language.
Difficulty in orally expressing ideas which he/she seems to understand.
Written expression is better than oral expression.
Difficulty speaking grammatically correct English.
Cannot tell a story in proper sequence.

Mathematical Skills

Incomplete mastery of basic facts (e.g., mathematical tables).
Confuses operational symbols, especially + and x.
Copies problems incorrectly from one line to another.
Difficulty recalling the sequence of operational processes.
Inability to understand and retain symbolic information and/or abstract concepts.
Difficulty comprehending word problems.
Reasoning deficits.

Organizational and Study Skills

Time management difficulties
Repeated inability, on a day-to-day basis, to recall what has been taught.
Difficulty following oral and written directions and/or studying.
Inefficient use of library reference materials.

Social Skills

Some LD adults may have social skills problems due to their inconsistent perceptual abilities. For the same reason that a person with visual perceptual problems may have trouble discriminating between the letters “b” and “d” he/she may be unable to detect the difference between a joking wink and a disgusted glance. People with auditory perceptual problems might not notice the difference between sincere and sarcastic comments, or be able to recognize other subtle changes in tone of voice. These difficulties in interpreting non verbal messages may result in lowered self-esteem for some LD adults, and may cause them to have trouble meeting people, working cooperatively with others, and making friends.

NOT every college student with learning disabilities will have the same difficulties nor experience them to the same degree. Each student possesses average to above-average intelligence and will be challenged to maximize their learning potential through compensations for their specific difficulty.

Suggestions for Helping All Students to Succeed

Provide students with a detailed course syllabus. Make it available before class begins if taped materials are needed.
Clearly spell out expectations before the course begins (e.g., grading, material to be covered, and due dates).
Start each lecture with an outline of material to be covered that period. At the conclusion of the class, briefly summarize key points.
Speak directly to students, and use gestures and natural expressions to convey further meaning.
Present new and technical vocabulary on the chalk board or use a student handout. Terms should be used in context to convey greater meaning.
Give assignments both orally and in written form to avoid confusion.
Announce reading assignments well in advance for students who are using taped materials. It takes an average of six weeks to get a book tape-recorded.
Allow students to tape lectures.
Provide study guide or study questions for exams that demonstrate the format, as well as the content, of the test. Explain what constitutes a good answer and why.
If necessary, allow LD students to demonstrate mastery of course material using alternative methods (e.g., extended time limits for testing, oral exams, taped exams, individually proctored exams in a separate room).
Permit use of simple calculators, scratch paper, and spellers’ dictionaries during exams.
Provide adequate opportunities for questions and answers, including review sessions.
If possible, select a textbook with an accompanying study guide for optional student use.
Encourage students to use campus support services (e.g., assistance in ordering taped textbooks, alternative testing arrangements, counseling services, study skills, writing centers, academic tutorial assistance).

Adults with documented learning disabilities have the same legal entitlements as adults with physical disabilities. Section 504 of the Rehabilitation Act of 1973 prohibits discrimination on the basis of handicap against persons in programs or activities receiving or benefiting from federal assistance. Thus, in a post-secondary educational setting. Section 504 mandates “reasonable accommodation” for LD students via such methods as taped textbooks and alternative testing arrangements, in the same way that it mandates curb cuts and ramped entrances to classroom buildings for physically disabled students. The Americans with Disabilities Act, signed into law in 1990, strengthens these mandates.

Suggestions For College Students With Learning Disabilities

If you know that you have a learning disability and can substantiate your claim, talk to your instructors before the semester begins.
Set realistic goals and priorities for coursework.
Keep only one calendar with all relevant dates, assignments, and appointments.
Use a tape recorder during lectures. Selectively tape-record key points using the “pause” switch.
Listen to the tape as soon after class as possible to refresh your memory, then reorganize your notes.
Make notes of any questions you might have so that they can be answered before the next exam.
Sit toward the front of the classroom to maximize your eye contact and to reduce distractions.
Estimate how long a given class assignment will take, generally planning on two hours outside of class for every hour in class. Build in study breaks, as fatigue is a big time waster.
Study with a classmate and exchange information about class notes and readings.
If you are having trouble, seek help early in the semester.

At UW-Milwaukee, the Student Accessibility Center and the Learning Disabilities Program assist students with learning disabilities by coordinating these services:

Referrals and general information
Tape recording of academic materials
Special arrangements and monitoring for exams.
Communication with professors
Tutoring services
Note-taking assistance
Supportive counseling and guidance