Learning
Disabilities
Several definitions of specific learning
disability exist. The definition most often used in higher education is
that of the National Joint Committee on Learning Disabilities (NJCLD):
Learning
disabilities is a general term that refers to a heterogeneous group of
disorders manifested by significant difficulties in the acquisition and
use of listening, speaking, reading, writing, reasoning, or mathematical
abilities. These disorders are intrinsic to the individual, presumed to
be due to central nervous system dysfunction, and may occur across the
life span. Problems in self-regulatory behaviors, social perception, and
social interaction may exist with learning disabilities but do not by
themselves constitute a learning disability. Although learning
disabilities may occur concomitantly with other handicapping conditions
(for example, sensory impairment, mental retardation, serious emotional
disturbance) or with extrinsic influences (such as cultural differences,
insufficient or inappropriate instruction), they are not the result of
those conditions or influences. (Brinckerhoff, Shaw & McGuire, 1993, p.
71)
Each definition of specific learning
disability concludes that individuals with this disability have:
-
Average to superior intelligence
-
A chronic disorder of neurological
origin which causes difficulty in receiving, processing,
integrating, and/or expressing information
-
A severe discrepancy between
achievement and intellectual capacity in one or more areas that did
not primarily result from a) inadequate sensory acuity, b)
environmental, economic or academic disadvantage, c) emotional
disturbance, or d) mental retardation.
Often people assume that students with
learning disabilities are unmotivated and unintelligent. Many question
whether these students can succeed in college. Many students with
learning disabilities are not intellectually limited and have the
potential to succeed in higher education. In fact, a learning
disability can occur in people with superior intellectual functioning.
At the college level the LD diagnosis is
elicited from a complex battery of aptitude, achievement, and
information processing tests. This documentation is not only required
by law to initiate the need for special services, but also determines
the kinds of special services that are needed. Students who are
believed to have a learning disability, but who have not been previously
identified, should be referred to the Counseling Office. Although the
College does not provide a formal system for diagnosis, information is
provided on how testing may be obtained. The Association on Higher
Education and Disability endorses the College's Rules and Guidelines.
CHARACTERISTICS
The following areas affect students with
learning disabilities. All areas will rarely affect one student, but
many areas will overlap resulting in cognitive difficulties.
STUDY SKILLS
·
Inability to
change from one task to another
·
No system for
organizing notes and other materials
·
Difficulty
scheduling time to complete short and long-term assignments
·
Difficulty
completing tests and in-class assignments without additional time
·
Difficulty
following directions
READING
·
Poor
comprehension and retention of materials read
·
Difficulty
reading new words, particularly when sound/symbol relationships are
inconsistent
·
Slow reading
rate (takes longer to read a test and other in-class assignments)
·
Difficulty
interpreting charts, graphs, scientific symbols
·
Difficulty
with complex syntax on objective tests
WRITING
·
Problems in
organization and sequencing of ideas
·
Poor sentence
structure
·
Incorrect
grammar
·
Frequent and
inconsistent spelling errors
·
Difficulty
taking notes
·
Poor letter
formation, capitalization, spacing, and punctuation
·
Inadequate
strategies for monitoring written work
ORAL LANGUAGE
·
Difficulty
concentrating in lectures, especially two to three hours
·
Poor
vocabulary, difficulty with word retrieval
·
Problems with
grammar
MATH
·
Difficulty
with basic math operations
·
Difficulty
with aligning problems, number reversals, confusion with symbols
·
Poor
strategies for monitoring errors
·
Difficulty
with reasoning
·
Difficulty
reading and comprehending word problems
·
Difficulty
with concepts of time and money
SOCIAL SKILLS
Additionally, an adult with learning
disabilities may have social skill problems due to inconsistent
perceptual abilities. He or she may be unable to detect the difference
between a joke, wink, and/or a disgusting glance. The student may not
notice the difference between sincere and sarcastic comments, or be able
to recognize other subtle changes in tone of voice. These difficulties
in interpreting nonverbal messages may result in lowered self-esteem for
some adults with learning disabilities, and may cause them to have
trouble meeting people, working cooperatively with others, and making
friends.
RESOURCES
Brinckerhoff, L. C., Shaw, S. F.,
McGuire, J. M. (1993). Promoting postsecondary education for students
with learning disabilities: A handbook for practitioners. Austin, TX:
Pro-ed.
Vogel, S. A. (1995). College students
with learning disabilities: A handbook (5th ed.). DeKalb, IL:
Northern Illinois University.
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