The Learning Commons

Location:

Hege Library, 2nd Floor

Home

Tutoring Schedule

Contact Us

Prepare for Your Appointment

News

About Our Services

-----

Tutorial Services

--Information

--Materials

Disability Services

Learning Strategies

Definitions, Signs, and Detailed Accommodations

Learning differences:

  • are clusters of different thought and behavior problems that affect how the brain processes information.
  • garble information somewhere in the chain of information processing: how one takes in information, retains that information and expresses knowledge and understandings.

Nobody's brain works perfectly. Brains work differently.

We all have strengths and weaknesses.

Students with a learning difference may have:

  • An exaggerated fear of failure
  • Low self image
  • Average to high IQ
  • A marked discrepancy between achievement and potential (IQ)--an inconsistent learning profile
  • A high degree of creativity, humor and verbal skills
  • Superior high level thinking skills, i.e. analytical, creative or innovative thinking
  • Clustered areas of excellence in which motivation is high and compensatory strategies are well-honed (leadership, interpersonal skills, writing, history, sports, computers, math or art)

A learning difference MAY be present if someone has:

  • Difficulty discriminating (sound, words, symbols)
  • Difficulty retaining what is heard or seen
  • Difficulty recalling sequence
  • Poor mechanics in writing
  • Poor spelling (transposition, omissions, substitutions, phonetic spelling of non-phonetic words)
  • Trouble completing assignments on time
  • Slow reading or writing rate
  • Difficulty copying from text or board
  • An "abnormally" short attention span
  • Difficulty concentrating even when motivated
  • Easy distractibility
  • Fatigue (because concentrating is so hard)
  • Trouble sequencing letters, words, numbers
  • Frequent reversal of numbers (3, 8) or letters (p, d, q)
  • Frequent omission of words or word endings
  • An awkward pencil grip and/or writing posture
  • Poor organization and management skills; poor sense of time (forgets or confuses)
  • Poor handwriting: large, uneven, poorly formed letters
  • Difficulty distinguishing main and supporting ideas; difficulty generating main and supporting ideas in written work
  • Inordinate difficulty in math
  • Difficulty following directions
  • Problems in laterality and directionality
  • Erratic speech patterns in difficulty finding the right word when speaking
  • Difficulty expressing what one knows, through oral and written language (one or both)
  • Auditory and visual perception problems
  • Poor body balance and coordinating
  • Poor social perception (laughing at the wrong time, not reading social cues--often because of being distracted)

Reasonable Accommodations:

  • Making syllabi and reading lists available early
  • Beginning lecture/discussions with review/overview
  • Using chalk board or overhead to highlight key concepts and vocabulary (but NOT requiring much copying from board or overhead)
  • Reading at least the most critical information written on board or transparency
  • Emphasizing--verbally and with physical cues--key elements in lectures and discussions
  • Giving assignments orally AND in writing
  • Allowing time for reflection, questions, discussion and processing
  • Providing time for individual discussion outside class
  • Permitting extended time on tests, in-class assignments and assigned papers
  • Allowing oral or taped presentations--at least sometimes--in addition to written presentations
  • Providing essay rather than objective exams or vice versa
  • Allowing students to take tests separately away from distractions of other students
  • Allowing students to verbalize/clarify questions before answering them
  • Helping students to analyze processes required in your discipline
  • Allowing students to tape record classes


If you would like to know more about learning differences or accommodations, come by or call the LC (336-316-2253) for an appointment.

Disability Services

Americans with Disabilities Act (ADA)

ADA Testing Accommodation Instructions

Disclosure and Request for Reasonable Accommodations (pdf)

Alternative Testing Agreement (pdf)

Definitions, Signs, and Detailed Accommodations