A Student with a LEARNING DISABILITY

1
A Student with a LEARNING DISABILITY
    is a Student with
LEARNING ABILITIES       who can SUCCEED at
ACADEMIC STUDY
 
 
Staff Development Resources
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Contents
Who is a Student with a Learning Disability?
3 Causes of Learning DIFFICULTIES 4 Issues of
Definition 6 Definition of Learning
Disability 14 Indicators of Learning
Disability 19 Identification and
Testing 27 Assessment Report 30 Teaching
Strategies 36 Course Assessment
Accommodations 40 Learning Strategies 44 S
upport Services 50
 
 
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Who is a Student with a Learning Disability?

• A student with a Learning Disability is a student
  with learning abilities who
• falls within the range of intellectual ability
  from average to superior intelligence
• is able to learn (including tertiary level
  subjects)
• has disabilities in one or more of the academic
  skills of reading, writing, spelling or
  mathematics and
• is able to progress in their learning by
  navigating around their learning difficulties.

 
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Causes of Learning DIFFICULTIES

• Learning difficulties may be the result of one or
  more factors including 
• hearing impairment
• vision impairment
• muscular-skeletal impairment
• brain injury
• chronic illness (e.g. physical, psychiatric)
• the influence of legal and illegal drugs
• trauma (physical or emotional)

 
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Causes of Learning DIFFICULTIES cont.

• environmental factors e.g  
• malnutrition
• poor educational instruction 
• deprivation 
• lack of resources 
• recent arrival in Australia - Non English
  speaking background or
• after excluding the above as cause, Learning
  Disability.

 
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Issues of Definition

• There is no universally accepted definition of
  learning disability. In the United Kingdom for
  example, all learning disabilities are referred
  to as dyslexia, whereas learning disability is
  the term used for what we in Australia understand
  as intellectual or developmental disability.
• Learning difficulties verses learning disability
  is a major issue that is currently being debated
  across Australian education sectors.
• It is of paramount importance to fully comprehend
  the difference between the two if one is to
  understand and provide appropriate support

 
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Learning Difficulties Verses Learning Disability

• Learning difficulty framework
• Learning difficulty is a non-categorical
  definition, including all those who have
  difficulties learning one or more of the basic
  academic skills. The Australian National Health
  Medical Research Council estimates 10 -16 of
  population have learning difficulties.
• Learning disability framework
• Learning disability is a categorical definition
  based on diagnosis. The response to a 2002
  national survey from 37 Australian universities
  identified that 12.5 of the student with
  disability population had disclosed as having a
  learning disability. University of
  Tasmania 2002

 
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Learning Difficulties Verses Learning Disability
cont.

• Learning difficulty framework
• Does not recognise the term 'learning disability'
  as distinct from the term 'learning difficulty'.
• Learning disability framework
• Makes a distinction between 'learning
  difficulties' and 'learning disabilities'.
  Learning difficulties readily respond to
  intensive educational intervention. Learning
  disabilities are lifelong and pervasive, and do
  not respond readily to intensive education
  intervention.

 
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Learning Difficulties Verses Learning Disability
cont.

• Learning difficulty framework
• Does not focus on the primary cause of the
  learning difficulty. The focus is on the
  functional educational difficulties rather than
  on specific causes, except where the cause may
  influence the type of educational intervention
  applied.
• Learning disability framework
• Views learning disabilities as being of
  neurological origin. Views learning difficulties
  as resulting from specific causes, such as
  physical, educational, emotional, or
  environmental factors.

 
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Learning Difficulties Verses Learning Disability
cont.

• Learning difficulty framework
• Learning difficulties are viewed as responsive to
  intensive educational intervention.
• Learning disability framework
• Learning disabilities are viewed as lifelong
  conditions which are highly resistant to
  educational interventions. Even with intensive,
  proven educational interventions, skills do not
  improve quickly or significantly.

 
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Learning Difficulties Verses Learning Disability
cont.

• Learning difficulty framework
• Effective educational intervention will improve
  basic academic skills such as reading and
  writing, and will result in an improvement in the
  individual's academic achievement levels.
• Learning disability framework
• Intensive educational intervention alone will
  assist individuals with learning difficulties,
  but will provide minimal results for individuals
  with learning disabilities. Academic adjustments
  and accommodations, and individualised learning
  strategies are necessary to enable individuals
  with learning disabilities to achieve at their
  ability level.

 
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Learning Difficulties Verses Learning Disability
cont.

• Learning difficulty framework
• The term 'learning difficulty' is used by some
  services, support groups and peak bodies, as well
  as in most areas of primary and secondary
  education.
• Learning disability framework
• The term 'learning disability' is used by
  universities, TAFEs, most educational and
  clinical psychologists, speech pathologists and
  in some areas of school education.

 
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Learning Difficulties Verses Learning Disability
cont.

• Learning difficulty framework
• Learning difficulties are not recognised as
  disabilities under the Disability Discrimination
  Act and under state disability legislation.
  Learning difficulties arising from physical,
  emotional or environmental causes are not covered
  by the legislation because they are not assumed
  to be underlying disorders or malfunctions
  (Puplick, 1995).
• Learning disability framework
• Learning disabilities are legally recognised as
  disabilities. The rights of individuals with
  learning disabilities are covered by the federal
  Disability Discrimination Act and by state
  disability legislation.

 
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Definition of Learning Disability

• LD Association of Ontario - Tertiary Level
  Definition
• Learning disabilities refers to a variety of
  disorders that affect the acquisition, retention,
  understanding, organisation or use of verbal
  and/or non-verbal information.
• These disorders result from impairments in one or
  more psychological processes related to learning,
  in combination with otherwise average abilities
  essential for thinking and reasoning.
• Learning disabilities are specific not global
  impairments and as such are distinct from
  intellectual disabilities.

 
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Definition of Learning Disability cont.

• Learning disabilities range in severity and
  invariably interfere with the acquisition and use
  of one or more of the following important skills
• oral language (listening, speaking and
  understanding)
• reading (decoding and comprehension)
• written language (spelling and written
  expression)
• mathematics (computation and problem solving)
•  
• Learning disabilities may also cause difficulties
  with organisational skills, social perception and
  social interaction.

 
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Definition of Learning Disability cont.

• The impairments are generally life-long.
  However, their effects may be expressed
  differently over time, depending on the match
  between the demands of the environment and the
  individual's characteristics.
•  
• Some impairments may be noted during the
  pre-school years, while others may not become
  evident until much later.
•  
• During the school years, learning disabilities
  are suggested by unexpectedly low academic
  achievement or achievement that is sustainable
  only by extremely high levels of effort and
  support.

 
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Definition of Learning Disability cont.

• Learning disabilities are due to genetic, other
  congenital and/or acquired neuro-biological
  factors. They are not caused by factors such as
  cultural or language differences, inadequate or
  inappropriate instruction, socio-economic status
  or lack of motivation, although any one of these
  and other factors may compound the impact of
  learning disabilities.
•  
• Frequently learning disabilities co-exist with
  other conditions, including attentional,
  behavioural and emotional disorders, sensory
  impairments or other medical conditions.

 
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Definition of Learning Disability cont.

• For success, persons with learning disabilities
  require specialised interventions in home,
  school, community and workplace settings,
  appropriate to their individual strengths and
  needs, including
• specific skill instruction
• the development of compensatory strategies
• the development of self-advocacy skills and
• appropriate accommodations.

 
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Indicators of Learning Disability

• People with learning disabilities will exhibit
  problems in SOME of the following areas related
  to learning
• Language
• Visual/Spatial Perception
• Language, Memory and Attention - Combined
• Memory
• Attention
• Motor abilities - Gross Fine
• Social/Emotional

 
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Indicators of Learning Disability cont.

• Language
• Spelling difficulties
• Longer to grasp concepts
• Difficulty finding words
• Difficulty with written expression
• Difficulties in analysis and synthesis
• Difficulties following complex instructions
• Abstract concepts may be difficult to grasp
  without concrete examples
• Longer to process auditory information
• Word meaning and grammar errors

 
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Indicators of Learning Disability cont.

• Visual/Spatial Perception
• Problematic mathematical skills in areas such as
  space, direction, and calculation facts (e.g. ,
  ñ , x, ) due to confusion with the mathematical
  signs
• Reversals or rotations of letters (e.g. p
  q, b d)
• Reversals or rotations of numbers (e.g. 5
  2, 9 6)
• Reversals of words (some mirror writing)
• Confusions with words e.g. when writing - using a
  word that is similar in appearance to the
  required word
• Confusion with Left and Right (in space,
  direction or position)

 
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Indicators of Learning Disability cont.

• Memory
• Difficulty studying for exams
• Works more slowly
• Needs more time to comprehend material
• Slower reading rate
• Organisational problems
• Difficulty with mental problem-solving activities

 
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Indicators of Learning Disability cont.

• Attention
• Mental fatigue
• Needs regular and more frequent breaks
• Inconsistency in output
• Organisational problems
• Difficulties focussing on only one line of thought

 
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Indicators of Learning Disability cont.

• Language, Memory and Attention Combined
• Spelling difficulties
• Slow acquisition of new skills
• Inconsistency in learning
• Poor or illegible handwriting
• Difficulty recalling mathematical concepts
• Difficulty sequencing ideas
• Problems in using grammar

 
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Indicators of Learning Disability cont.

• Motor abilities - Gross Fine
• Clumsy movements around the learning area
• Runs into objects and people
• Poor or illegible handwriting
• Slow at handwriting and keyboard writing
• Handles object or field equipment in a slow or
  clumsy manner

 
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Indicators of Learning Disability cont.

• Social/Emotional
• Takes longer to respond and interpret social cues
  (facial expressions, body language, spoken
  instructions, peer interaction or interaction
  with mentors such as educators)
• Has low self-esteem
• Displays frustration, anxiety tension
• Fails to respond to requests

 
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Identification and Testing

• The information provided in the Identification
  and testing section of OAO II enables those
  involved in the referral, testing and reporting
  processes to ensure a consistent and quality
  approach is maintained within the higher
  education sector in the identification of
  learning disabilities within the student
  population.
• www.utas.edu.au/options/identification.htm
• There are Guidelines for the Assessment and
  Documentation of Learning Disability which
  provide a framework for standardised testing and
  reporting of learning disabilities to assist in
  determining study accommodations for students.
• www.utas.edu.au/options/assessment_documentation.
  htm

 
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Identification and Testing cont.

• There are several models used by universities for
  the assessment of learning disabilities. These
  include internal and external service provision
  or a combination of both.
• www.utas.edu.au/options/models_of_assessment.htm
• One model which is cost effective for all
  stakeholders the University Postgraduate
  Psychologist Assessment Program (UPPAP).
• www.utas.edu.au/options/uppap.htm
• There are also some issues around who should pay
  for assessments and the age of documentation of
  learning disabilities. These are discussed in the
  documentation practices in higher education
  section.
• www.utas.edu.au/options/support_documentation.htm

 
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Identification and Testing cont.

• The Screening and Referral Tool Kit provides
  information on the identification of students'
  learning difficulties and the process for
  arranging referral for appropriate identification
  of a learning difficulty.
• www.utas.edu.au/options/DLO_tool_kit.htm
• The checklists and guidelines in the Kit assist
  University support staff to identify students'
  learning difficulties and arrange referrals to
  appropriate practitioners for accurate diagnosis
  of the cause/s of the difficulties. Forms are
  included for referring students for educational
  psychometric testing for the possible existence
  of learning disability.

 
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Assessment Report

• An Educational Psychometric Assessment Report
  should include
• Reason for Referral
• Background Information
• Educational History
• Family and Medical History
• Presentation
• Tests Administered
• Test Results
• Summary and Recommendations

 
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Assessment Report cont.

• Summary Recommendations Example
• The results of the current assessment indicate
  that Paul is significantly underachieving in
  basic spelling and reading tasks when compared
  with his above average cognitive potential. The
  assessment provides evidence for a learning
  disability based on the discrepancy between his
  overall cognitive ability, as assessed by the
  WAIS-III, and his overall reading and spelling
  abilities, as measured by the WRMT-R and the
  WRAT-R.
• The difference between his cognitive ability and
  his reading ability would be expected in only
  approximately 7 of his same age peers.

 
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Assessment Report cont.

• It must also be noted that Pauls processing
  speed, as assessed by the WAIS-III, was below
  average. This translates into a lack of fluency
  in copying information and, when coupled with his
  slowness in reading printed material, indicates
  that he would be experiencing considerable
  difficulty. Well below average spelling ability
  is also a considerable handicap for him.
• Pauls reading, spelling and processing speed
  problems will have a substantial impact on his
  ability to maximise his potential at university.
  Therefore a number of accommodations are
  recommended to ensure that he achieves at a level
  commensurate with his cognitive ability.

 
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Assessment Report cont.

• 1. Given the slowness of Pauls ability to copy
  notes it would be helpful if he could gain access
  to material prior to the lecture so that he is
  able to focus on the lecture rather than on
  trying to copy notes from the board.
• 2. For formal assessment by examination Paul
  requires
• An additional 15 minutes writing time per hour
• Consideration towards incorrect spelling and
  grammar
• A reader with an understanding of course
  terminology
• No more than one exam per day

 
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Assessment Report cont.

• 3. Paul should undertake study skills sessions
  that cover aspects of basic writing structure,
  spelling, report writing and development of
  short-term memory skills from the Learning Skills
  Unit in order to develop these skills to the best
  of his ability.
• 4. Paul should use computer facilities (textHELP
  Read Write software or spell check and grammar
  check as a minimum) for writing.
• 5. It is suggested that Paul make lists of words
  pertaining to his area of study as well as lists
  of commonly used words and regularly review and
  revise these words so that he can become more
  confident with his spelling and writing.

 
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Assessment Report cont.

• 6. Paul should use an electronic
  spellchecker/dictionary to check his spelling and
  develop competency to the best of his ability.
• 7. It would be beneficial for Paul to have access
  to a tutor or peer to proofread his written work
  for structural and spelling problems.
• Although Paul will find the reading and writing
  aspects of his course more challenging than his
  peers, his higher than average cognitive
  abilities and motivation to succeed should
  mediate these effects.

 
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Teaching Strategies

• Most students with LD can perform successfully
  after minor adjustments or modifications to
  teaching and assessment methods. Accommodating
  students with LD must not entail reducing
  educational standards. Rather the aim is to
• enhance students' learning through modified
  and/or different teaching methods and the use of
  assistive technology and educational materials
• provide alternative assessment and examination
  procedures which accommodate students' disability
  related requirements and
• allow students the opportunity to demonstrate
  their ability and knowledge in a fair and
  equitable way.

 
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Teaching Strategies cont.

• Before Semester - Course preparation and planning
• www.utas.edu.au/options /course_planning.htm
• 1. Prepare course materials as early as possible.
• Endeavor to select required reading texts that
  are available in electronic format (e-text).
• If texts are not available in e-text, it may be
  necessary to have them audio-taped or transcribed
  to disk
• Prepare comprehensive unit/subject outlines.
• Prepare an environment and personal approach that
  encourages students with LD to identify
  themselves to you.
• Prepare unit guides that help students with the
  practical tasks involved in learning in your
  subject area.

 
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Teaching Strategies cont.

• During Semester Giving lectures, seminars and
  tutorials
• www.utas.edu.au/options / lectures_seminars_tutor
  ials.htm
• Be sensitive about students with learning
  disabilities being self-conscious in lectures and
  tutorials - Don't put them on the spot. Give them
  extra time to think.
• 2. Encourage students with LD to sit close to the
  front of classes where visual and auditory cues
  are clearest.
• 3. Endeavor to post lecture notes, summaries or
  outlines of lecture content on the web (to be
  accessed by using assistive technology) or make
  hard copies and overheads available prior to
  lectures.
• 4. Use demonstrations and concrete examples where
  possible and relate new or abstract concepts to
  everyday life.

 
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Teaching Strategies cont.

• 5. Use a variety of teaching styles and methods
  appealing to as many senses as possible when
  presenting material.
• 6. Encourage students with LD to sit close to the
  front of classes where visual and auditory cues
  are clearest.
• 7. Some disciplines are circumscribed by
  specialised terminology which cannot be reduced.
  In such cases, a lexicon of relevant and
  technical words would be very helpful.
• If some aspects of subject content are
  particularly hard to grasp, consider holding
  additional tutorials that deal with these
  specific topics.
• 9. Encourage students who are experiencing
  difficulties resembling LD to consult the
  University's Disability, Counselling or Language
  and Learning support unit's.

 
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Course Assessment Accommodations

• Assessment Strategies
• The assessment accommodations that are provided
  for students with LD must be based on knowledge
  of the individual's disability, the impact of the
  disability on performance and the effect that
  assistive aids have on assessment.
• A student may have their study assessment
  requirements in their educational psychometric
  assessment report. Otherwise the University's
  Disability Liaison Officer should assist in
  interpreting the student's requirements.
• Students with LD should receive appropriate
  accommodations and support, but it is not
  suggested that core elements or 'inherent'
  requirements of a course be diminished in any way.

 
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Course Assessment Accommodations cont.

• Assignments
• Allow for alternative assignment formats, e.g.
  oral reports, demonstrations, on video or audio
  tape.
• 2. Where sequencing and structuring is
  problematic, permit students to submit
  assignments written in 'dot point' rather than
  essay format.
• Permit time extensions for written assignments.
• Allow students with LD to use a proofreader for
  assignments and/or give separate marks for
  content and structure.
• 5. Let students with LD know as early as possible
  if they are not reaching required standards and
  refer them to university support services.

 
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Course Assessment Accommodations cont.

• Examinations
• Provide practice exam questions that demonstrate
  exam format e.g. essay responses or short answer
  or multiple choice questions (MCQ).
• 2. Allow extra time. The amount of extra time
  students require will vary according to the
  severity of the LD, but an extra 15 to 30 minutes
  per hour of exam time is common.
• 3. Allow for alternative format presentation of
  exams
• large print
• electronic (on computer) and
• on coloured paper or with colour transparent
  overlays.
• If a student has a working memory problem, change
  the exam paper from MCQ to essay question format.

 
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Course Assessment Accommodations cont.

• 5. If a student has a reading and/or processing
  disorder or a working memory problem, allow for
  the provision of a reader and scribe.
• Where there is Dyslexia or other language
  deficits, allow the student to
• take lists of commonly used words into the exam
  and
• use a computer accessing Spell Check, Dictionary
  and Thesaurus.
• 7. Allow for deficiencies in handwriting, grammar
  and spelling where word processors arent used.
• 8. Consider alternative or supplementary
  assignment work such as taped interviews, slide
  presentations, photographic essays, handmade
  models or brief individual oral question and
  answer tests.

 
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Learning Strategies

• Students with LD can benefit by adopting and
  using learning strategies that relate to the
  areas of need as identified in their educational
  psychometric assessment report.
• www.utas.edu.au/options/learning_strategies.htm
• The Opening All Options II web resource provides
  a comprehensive range of learning strategies
  relating to
• Memory
• Spelling
• Reading
• Mathematics
• Written Expression
• Lectures

 
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Learning Strategies cont.

• Before Starting University
• Students can prepare for study by undertaking
• Reading and/or writing skills classes to to
  improve skills as much as is possible.
• Skills training in time-management, note-taking,
  memorizing and examination preparation and
  techniques.
• Technical skills training in the use of computers
  for word processing and to check spelling and
  grammar.
• Training in the use of electronic pocket spellers
  or assistive equipment and software that assists
  with reading and writing.
• A return to study course.

 
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Learning Strategies cont.

• Before Semester
• Students can prepare for start of semester by
• Undertaking university study preparation
  programs, where available.
• Participating in information technology tutorials
  or workshops to use the university computer
  network for email and access to library
  databases.
• Undertaking library tours or workshops to become
  familiar with library procedures, catalogues and
  databases.
• Meeting with the Disability Liaison Officer to
  arrange the required services and study and
  assessment accommodations.

 
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Learning Strategies cont.

• 5. Talking to teaching staff about the
  implications of LD, course load, possible course
  adjustments and accommodations.
• Obtaining unit/subject outlines early to assist
  with your planning.
• Developing a wall planner
• setting realistic study goals and priorities
• working backwards from important deadlines and
• planning study time and breaks on a daily basis
  as well as weekly and for the semester.

 
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Learning Strategies cont.

• During Semester
• Students can assist themselves during semester
  by
• 1. Keeping only one diary or calendar for all
  appointments and dates of assignments and
  examinations.
• 2. Seeking assistance from support staff.
• 3. Joining or forming a co-operative learning
  groups.
• 4. Sitting at the front of classes where visual
  and auditory cues are clearer.
• Ensuring a full understanding of all assessment
  requirements before starting work on assignments.
• Asking someone to read over their written
  assignments.
• Writing down questions for discussion later with
  the tutor or lecturer.

 
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Learning Strategies cont.

• Before Examinations
• Students can prepare for examinations by
• Ensuring that their exam accommodations are
  arranged with the Examinations Office several
  weeks prior to the exam period.
• Seeking assistance from a counsellor, learning
  skills lecturer or mentor to develop strategies
  for studying effectively and stress management.
• Obtaining copies of previous years' exam papers
  where available to practice exam technique.
• Asking lecturers about the format that exams will
  be in, e.g. essay, short answer or multiple
  choice.

 
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Support Services

• Students with LD can also access assistance from
  Universitys support service providers. Student
  Counsellors, Disability Liaison Officers and
  Learning Skills Lecturers provide services at
  universities that are useful to students with LD.
  
• Counsellors can assist students to
• Come to terms with their disability where LD has
  been newly diagnosed.
• Develop their organisational skills.
• Manage stress associated with study.
• Develop their interpersonal skills.
• Understand their relationships with lecturers and
  other students.

 
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Support Services cont.

• Disability Liaison Officers can arrange the
  services, course accommodations and support that
  students require. This may include
• Providing access to a reader service or having
  essential texts transcribed into accessible
  format (electronic/disk, audio tape or large
  print).
• Arranging access to lecture notes.
• Discussing course workload and assist decision
  making about undertaking full time or part time
  study.
• Negotiating course adjustments and accommodations
  with teaching staff.
• Arranging course assessment accommodations with
  teaching staff and/or the Examination Office.

 
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Support Services cont.

• Learning Skills Lecturers can assist students to
  develop
• Strategies to reinforce their learning.
• Organisational skills.
• Essay writing skills.
• Short-term memory skills.
• Oral communication skills.
• Strategies for academic reading and research.
• 7. Strategies for exam preparation and technique.

 
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