|
|
|
|
Learning Disabilities and ADD
|
|
|
|
|
Learning Disabilities (LD)
Attention Deficit/Hyperactivity
Disorder (ADHD) | A learning disability is a permanent neurological disorder that affects the manner in which information is received, organized, remembered, and then retrieved or expressed. Students with learning disabilities possess average to above average intelligence. The disability is demonstrated by a significant discrepancy between expected and actual performance in one or more of the basic functions: memory, oral expression, listening comprehension, written expression, basic reading skills, reading comprehension, mathematical calculation, or mathematical reasoning. |
| ADHD is a persistent pattern of inattention and/or hyperactivity/impulsivity manifested in academic, employment, and/or social situations. It appears in school settings as careless mistakes and disorganized work. Students often have difficulty concentrating on and completing tasks, frequently shifting from one uncompleted activity to another. ADHD arises during childhood and is attributed neither to gross neurological, sensory, language, or motor impairment nor to mental retardation or severe emotional disturbance. |
Accommodations may include: When working with students with LD and ADHD accommodations may be similar. Notetaking- tape recording
- copies of classmate's notes
Reading | Testing- extended time
- proctored testing is quiet area
- test read to student
- student respond orally to essay test
- alternative type of exam
- scribe
- blank card or paper to assist in reading
- calculator
| Registration- reduced course load
- priority registration
| Math- calculator for a student with a disability in the area of math processing. (The SAT is now allowing the use of a standard four function calculator as an accommodation)
| General- extended time to complete assignments
- course substitution for nonessential course requirements in major
| Writing- word processor with spell check
- extended time for in-class assignments to correct spelling, grammar, punctuation
|
Working with Students with Learning Disabilities & ADHD - Instructions should be presented both in written and oral formats.
- Assist student in finding an effective note taker from the class.
- Allow the student to tape-record lectures.
- Clearly define course requirements, the dates of exams, and when assignments are due; provide advance notice of any changes. Make all expectations clear.
- Provide handouts and visual aids.
- For large projects or long papers, help the student break down the task into its component parts. Set deadlines for each part; for example, there might be deadlines for the proposal of an essay topic, for a research plan, for the completion of research, for pre-writing, for a writing plan or outline, for a first draft, and for a final edited manuscript.
- Whenever possible, start each lecture with a summary of material to be covered, or provide a written outline. If you use broad margins and triple-space, students will be able to take notes directly onto the outline: an aid to organization. At the conclusion of each lecture, review major points.
- Use more than one way to demonstrate or explain information.
- Have copies of the course reading list ready two to three weeks prior to the beginning of classes so textbooks can be taped or scanned.
- Allow time for clarification of directions and essential information.
- Provide study guides or review sheets for exams.
- Avoid making assignments orally. Always write assignments on the board, or pass them out in written form.
- Provide assistance with proofreading written work.
- Stress organization and ideas rather than mechanics when grading in-class writing assignments.
- Allow the use of spell check and grammar-assistive devices.
Assistive Listening Devices | Welcome Screen | Mobility Impairments |
|
|
|
|
|
|
|
|
