Specific Learning Disabilities

Students with specific learning disabilities represent the largest and fastest growing group of students with disabilities on postsecondary campuses nationwide. A person with a learning disability has average or above average intelligence. The effects range from mild to severe and may manifest themselves differently for different individuals. A learning disability may affect the ability to read, write, calculate, process information, or any combination of these actions.

Learning disabilities may be present along with other disabilities such as mobility or sensory impairments. Many people with Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder (ADD/ADHD), which affects their ability to stay focused, also experience learning disabilities.

Assistive Technologies

Students with learning disabilities may use a combination of assistive technologies for both reading and writing. A speech output system reads and highlights text, which helps some students improve reading speed and comprehension. Visual thinking software helps students organize ideas and create outlines prior to writing a report. Auditory spell and grammar checkers can enhance writing skills.

Kurzweil (speech output software), Inspiration (visual mapping software) and textHELP! (speech output and spellchecker software) are examples of assistive technologies used by students with learning disabilities.

General Accommodations

Students who have difficulty reading may require alternative versions of textbooks and readings (for example, books-on-tapes or e-books). The university's disability services office usually coordinates with the student, faculty, and other offices on campus (for example, the textbook office) to obtain books in alternative formats.

Some students may need assistance (for example, a reader) to complete assignments and exams. Flexible due dates may be necessary if the assistant becomes unexpectedly ill and cannot help the student complete the assignment.

Accommodations may also be necessary during testing. Contact your university's disability services office for information about how to accommodate students during exams. Testing accommodations may include:

• extended time to complete exams,
• distraction-free testing areas,
• oral instead of written exams,
• assistance during exams (for example, a reader), or
• spell checker, grammar checker, calculator, or other tools.
  
  

Web Access Challenges

Students may have difficulty understanding Web sites when:

• information is cluttered,
  
• difficult vocabulary is used or content is not worded clearly,
  
• the screen layout changes from one page to the next, or
  
• the navigation scheme is not simple and intuitive.
  
  

Web-based classes can become complicated crazy quilts if there is too much information on the monitor. A teacher should remove as much from the menu as possible, use basic colors, highlight only the important words and phrases, and be prudent about colored backgrounds. Warren Johnson UMUC Faculty

The How-To section of this Web site describes how to overcome many of these access challenges.

Scenarios

The Situation: You receive a letter from your university's disability services office informing you that Alisa, a student in your course, has a learning disability.

The Challenge: Several weeks into the semester, Alisa e-mails you to tell you that she feels she is falling behind. You talk to her and discover that part of her learning disability is very slow visual perception and discrimination. It is taking her longer than the rest of the class to read the required assignments.

One Solution: Presenting content in more than one mode can significantly increase comprehension. Consider adding a few relevant graphics, audio files, or videos to your Web pages. This would not only help Alisa, but also benefit other students with different learning styles. Also, make sure that the text is well organized. For example, headings, manageable chunks of content, and bulleted lists can make content much easier to read. Your distance learning program adminstrators or technical support staff may be able to help you implement some of these changes.

Another Situation: You receive a letter from your university's disability services office. David, one of the students in your upcoming Web-based course, has a learning disability and is allowed extra time to complete tests.