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
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Definitions, Signs, and Detailed Accommodations
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