|
LEARNING DISABILITY
A Learning Disability is defined as a disorder affecting
the manner in which an individual with average or
above average intelligence takes in, retains, and
expresses information. Such a disability is commonly
recognized as a significant deficit in one or more
of the following areas: oral expression, listening
comprehension, written expression, basic reading skills,
reading comprehension, mathematical calculation, or
problem solving. Individuals with Learning Disabilities
may also have difficulty with sustained attention,
time management, or social skills. The degree of severity
varies among individuals. Substantial research in
the field of cognitive learning indicates there is
a neurological basis for a learning disability.
Such a disability may manifest itself in only one
academic area or impact a variety of subjects or disciplines.
However, many college students with Learning Disabilities
are intelligent, talented and capable. Often these
students have developed strategies for compensating
for their disability.
Ways in
Which a Learning Disability May Effect a Student’s
Education:
Reading
- Slow
reading rate
- Difficulty
comprehending and retaining information read
- Difficulty
identifying important points
- Difficulty
integrating new vocabulary
- Confusion
of similar words
- Difficulty
following written directions
Written Language Skills
- Difficulty
planning a topic and organizing thoughts on paper
- Difficulty
with sentence structure
- Frequent
spelling errors
- Difficulty
proofreading written work and making revisions
- Inability
to copy correctly from a book or blackboard
Oral Language
- Inability
to attend to and comprehend spoken language when
presented rapidly
- Difficulty
expressing and presenting concepts orally
- Difficulty
telling a story in a proper sequence
- Difficulty
following oral directions
Mathematical Skills
- Reversal
of numbers
- Confusion
of operational symbols
- Copying
problems incorrectly from one line to another
- Difficulty
recalling sequence of operational concepts
- Difficulty
comprehending word problems
- Difficulty
understanding key concepts to problem solving
Organizational and Study Skills
- Difficulty
with organizational skills
- Time
management difficulties
- Lack
of organization in taking notes
- Difficulty
interpreting charts and graphs
- Difficulty
preparing for and taking tests
Attention and Concentration
- Trouble
focusing and sustaining attention on academic tasks
- Fluctuating
attention span during lectures
- Distractibility
by external stimuli
- Difficulty
completing multiple tasks quickly
Social
Skills
- Difficulty
reading social cues
- Difficulty
interpreting non-verbal messages
COURSE
SUBSTITUTIONS
There are occasionally instances where a student is
unable to master a particular course because of a
disability. In those cases, course substitutions may
be permitted if the course in question is not essential
to the degree program or related to a licensing requirement.
If a student feels he/she may be eligible for a course
substitution, the student must first contact the Office
for Students with Disabilities for information regarding
the substitution process. This information is also
available in the brochure “Substitutions and
Waivers for Students with Disabilities”.
SUGGESTIONS FOR FACULTY
Because a Learning Disability is not visible, teachers,
parents, and peers often do not understand the challenges
faced by individuals with Learning Disabilities. The
following are points to consider when working with
these students.
- Clearly
explain all class expectations at the beginning
of the course
- Start
each lecture with an outline of material to be covered
that period
- Summarize
key points at the end of the class
- Present
new or technical vocabulary in written and verbal
form. Terms should also be used in context to convey
greater meaning
- Give
assignments both orally and in writing
- Announce
reading assignments well in advance
- Provide
adequate opportunities for questions and answers
- Allow
students to audio record classes to facilitate their
note taking
- Provide
a review session and study questions before an exam
that illustrate both the content and format of the
exam
- Encourage
students to use campus support service
DOCUMENTATION
To be eligible for services at Florida Atlantic
University, a student must provide appropriate
documentation of a Learning Disability to the
Office for Students with Disabilities (OSD). The
documentation must be in the form of a written
report based on a psycho-educational evaluation
performed by a licensed psychologist. The evaluation
results must demonstrate a significant discrepancy
between aptitude and achievement as well as describing
processing deficits underlying this discrepancy.
The domains to be addressed should include (but
not be limited to) the following test measures.
-
APTITUDE:
Evaluation must utilize an adult scale. The Wechsler
Adult Intelligence Scale-Revised (WAIS-R) is the
preferred instrument. *If the RAIS is used, additional
instruments addressing information processing
must be administered.
-
ACHIEVEMENT:
Current levels of academic functioning in all
aspects of reading, mathematics, and written language
are required. The Wide Range Achievement Test
(WRAT) is NOT a comprehensive measure of achievement
and is therefore unacceptable.
-
INFORMATION
PROCESSING AND
COMMUNICATION ASSESSMENTS:
Information processing should be addressed, for
example; verbal expression and memory; receptivelanguage;
sequential memory; auditory and visual perception;
processing speed; and fine motor functioning.
-
PSYCHOLOGICAL
ASSESSMENT/
PERSONALITY TESTING: Although not required, testing
such as the MMPI may be done in addition to the
three domains already mentioned.
- NEUROPSYCHOLOGICAL
ASSESSMENT:
Although not required, more extensive neuropsychological
testing may provide additional information that
is relevant to the diagnosis.
ALSO
...
- Written
report must include relevant test scores with interpretation
and should include background information about
the student’s educational, pertinent medical,
and family histories that relate to the learning
disability.
- A specific
learning disability must be clearly diagnosed utilizing
DSM codes.
GENERAL ACCOMMODATIONS
After the student has submitted documentation of a
disability and an Application for Support Services
to the Office for Students with Disabilities, an OSD
counselor will review this information and then contact
the student for a meeting. At the meeting, accommodations
are determined. The student, depending on documentation
of the disability, may be eligible for one of more
of the following accommodations:
- Advocacy
- Professor
notification
- Notetaking
assistance
- Audio
recording of classes
- Use
of calculator/spell checker
- Exam
adaptations ( i.e. extended time to take exams,
use of computer, distraction-reduced setting)
- Time
management and study skills training
Please note that these services are necessary for
ensuring complete access to, and full participation
in, the education process. Academic standards are
not to be lowered, nor should there be an alteration
in the essential nature of the degree requirements.
Note: Professors will be notified of the accommodations
a student is eligible for in a Letter of Notification
from the OSD. If the student is not registered with
the OSD, please refer him or her to the office.
Rev 07/06
Accommodating
Students with Learning Disabilities
at Florida Atlantic University
An Informational Brochure
from the
Office for Students with Disabilities
Boca/Port St. Lucie:
777 Glades Road, SU Room 133
Boca Raton, FL 33431
Phone (561) 297-3880 Fax (561) 297-2184
TTY (561) 297-0358
Broward
Campuses:
2912 College Avenue, MD I Room 104
Davie, FL 33314
Phone (954) 236-1222 Fax (954) 236-1123
TTY (954) 236-1146
Jupiter
Campus (Office of Diversity Services):
5353 Parkside Drive, SR Room 117
Jupiter, FL 33458
Phone (561) 799-8585 Fax (561) 799-8721
TTY (561) 799-8565
Website
address: www.osd.fau.edu
Alternate
format available upon request
|