Teaching Students Who Have a Learning Disability: Strategies for Faculty, Tutors, and Learning Instructors Located in 3702

Spruce Street (Stouffer Commons), Ste 300, the Learning Resources Center provides comprehensive academic support for all undergraduate, graduate, and professional students at the University of Pennsylvania. All services are free and confidential. The center is comprised of two offices: the Office of Learning Resources and Student Disabilities Services. Office of Learning Resources: The Office of Learning Resources provides academic support and individual instruction in reading, writing, studying, and time management. Learning Resources is staffed by professional Learning Instructors who help students differentiate academic concerns, realize academic strengths, and improve academic study strategies. Learning Instructors work with students during one-on-one meetings to discuss study skills and strategies for their various courses. They provide instruction and resources to improve approaches to learning. Group learning opportunities are available through a variety of interactive workshops. The Learning Center also offers support for students who know or suspect they have a learning disability and wish to find ways to close the gap between their academic achievement and their intellectual potential. Student Disability Services: Student Disability Services (SDS) collaborates with the Office of Learning Resources to provide comprehensive academic support for students with disabilities. SDS serves students from all of Penns undergraduate, graduate, and professional schools. It provides services and programs for students with disabilities to ensure equal academic opportunities and participation in University-sponsored programs. This office coordinates the self-identification process and the provision of reasonable accommodations, arranges auxiliary services, monitors campus accessibility, and refers students to other appropriate University services and programs. In addition, SDS provides consultation and guidance for faculty, advisors, and academic support staff so that they may reasonably accommodate students with disabilities without compromising academic standards and requirements.

Questions regarding the Learning Resources Center should be addressed to: Director of Learning Resources Office of Student Disabilities Services 3702 Spruce Street (Stouffer Commons), Ste 300 215-573-9235 (Voice), 215-746-6320 (TDD), 215-746-6326 (Fax) http://www.vpul.upenn.edu/lrc/sds e-mail: sdsmail@pobox.upenn.edu Acknowledgements: This handbook was written primarily by Denise Marone, Ph.D with contributions by Edie Johnston and the staff of the Office of Learning Resources June, 2002

Table of Contents

Introduction .. 3 Overview .. 7 General Suggestions .. 9 Oral Expression . 13 Listening Comprehension .. 15 Written Expression .. 17 Reading Skills and Comprehension .... 21 Math Calculation and Problem Solving ..... 25 Attention Deficit Hyperactivity Disorder (ADHD)...... 29 Reference and Additional Recommended Reading...... 35

Introduction The University of Pennsylvania web page states, As a major research and teaching institution with an emphasis on undergraduate education, Penn seeks students who will avail themselves of the rich academic, cultural and social opportunities of the academic community. As an institution, Penn prides itself on its enormous diversitynot only in the great wealth of our undergraduate and graduate programs, but in the wide variety of students and talents that such programs attract. The student who flourishes in the Penn community possesses a history of strong academic excellence, a healthy degree of motivation, and a well-developed interest and involvement in his or her environment. (http://www.upenn.edu/admissions/undergrad/applying/) The University of Pennsylvania is committed to providing equal educational opportunities to its diverse population of students. Teaching Students Who Have Learning Disabilities: Strategies for Faculty, Learning Instructors, and Tutors, produced by the Learning Resources Center, is intended to serve as a concise guide for the Penn faculty and staff who teach the diverse student population, which includes students who have learning disabilities. This handbook is written to foster teaching strategies that enable students who have learning disabilities to have better access to learning at the university; a larger aim is to promote teaching strategies across the university that respect the concept that all students have different ways of learning. Therefore, this publication focuses on providing clear and practical suggestions that address specific learning needs/areas that impact the learning of students with learning disabilities as well as discusses pedagogy that will benefit all students. This handbook may serve as a tool to assist faculty, TAs, tutors, and mentors in reaching more students by incorporating various modes of teaching into their practice. In addition, learning instructors are given suggestions for ways to help students take control of their learning by becoming better equipped with the knowledge of how they learn and how

to incorporate this knowledge into their daily studying. The goal is to promote teaching strategies that tap into the talents of all of our students. What is a learning disability? The Association on Higher Education and Disability (AHEAD) defines a learning disability (LD) as: A disorder which affects the manner in which individuals with normal or above normal intelligence take in, retain, and express information. It is commonly recognized as a significant deficit in one or more of the following areas: oral expression, listening comprehension, written expression, basic reading skills, reading comprehension, mathematical calculation, or problem solving. Individuals with learning disabilities also may have difficulty with sustained attention, time management, or social skills. Federal legislation, Section 504 of The Rehabilitation Act, and the Americans with Disabilities Act (ADA) of 1990, assist college students who have a documented LD by ensuring that reasonable accommodations are made for them at any postsecondary education setting that receives federal funding. A reasonable accommodation, based on a students documented learning disability and decided upon on an individual basis for each course, allows the student who has a learning disability the most integrated experience possible and does not compromise essential requirements of a course or program (Scott, 1994, p. 410). Academic standards for students with learning disabilities are in no way different for students without learning disabilities; the rigor and expectations of the course are not compromised or watered-down. There are a variety of accommodations students use. Some typical accommodations for Penn students with a documented LD are: having extended time on exams, taking exams in a different location to assure a distraction-free environment, using a computer to type exams, obtaining copies of lectures notes from a classmate or notetaker, and obtaining books on tape or from a reader. [Students seeking accommodations

should contact the Office of Student Disabilities Services.] A students accommodations may vary from course to course depending on the requirements of the course; for example, a student who has an expressive language disability might receive double time on essay exams but no extended time for multiple choice exams. Students who have learning disabilities are not a homogeneous group and their experiences are different. The diversity among the general population of students also exists among students with disabilities. Not only are there many variations of learning disabilitiesas addressed in this handbookbut there are also differences in the ways in which a learning disability impacts a students learning. Moreover, since learning disabilities may be identified at different stages of students academic careers, students understanding of their LD varies widely. Some students enter college aware of their LD. They have had years garnering strategies to compensate for the LD and have used these strategies to capitalize on their strengths and to excel in their former academic settings. They know their learning strengths and weaknesses and can anticipate which courses will be more problematic for them and can thus use this knowledge to navigate through their courses. Some students have had experience explaining their LD and how they learn and advocating for the accommodations they need to learn and to demonstrate their knowledge. Other students who have a learning disability, although aware of their LD, may not have developed strategies that can be applied to different situations in the university. Similar to most incoming students, these students often have transition issues and would benefit from refining their study strategies and learning how to adapt those strategies to the new contexts in college.

Other students, however, begin college unaware that they have a learning disability. One reason that students do not know about the LD is that they typically develop compensatory techniques in response to the nature of their learning difficulties. As a result, they are often very successful in high school, rising to the tops of their classes, by capitalizing on their strengths while avoiding their areas of disability. For example, many high school classes assign reading that corresponds to the daily lectures; students can attend to the lecture and do well on exams without ever reading the text. Or, students who are unable to attend to and glean information from lectures learn the necessary material by reading it; furthermore, many teachers often write notes on the board, so students who have auditory processing difficulties are able to leave class with a record of what was covered that day. However, because of the different academic setting of college, the former compensatory strategies may no longer mask the LD. This handbook discusses a variety of learning disabilities and ways that learning disabilities impact student learning. As discussed, students experience their LD differently therefore, you are not expected to be able to gauge the impact a students disability will have on a course. When a student approaches you and tells you that he or she has an LD, a useful and valuable question to ask him or her is: What does this mean for you, and specifically, for you in this course?

Overview Teaching Students Who Have Learning Disabilities: Strategies for Faculty, Tutors, and Learning Instructors is a collection of educational strategies that have been helpful in working with students with learning disabilities. The strategies have evolved over a period of time in response to specific needs brought by students and faculty to the Learning Resources Center. They are rooted in practice, supported by theory, and are already incorporated into the practice of many professors and teaching staff across the university. Undoubtedly, many of the strategies in this handbook are already in your repertoire of teaching strategies. You will find that these strategies, although written in the context of teaching students who have learning disabilities, really fall under the general category of good teaching practices. Integrating strategies such as these into your pedagogy will help you anticipate the diversity of learning styles that students bring to the university classroom. The first few pages of the booklet are devoted to providing a synthesis of general suggestions for teaching methods that will benefit all students in the classroom, including students with learning disabilities. The majority of the booklet then explains and discusses strategies that can be implemented to enhance the learning of students with specific learning disabilities (which also enhance the learning of all students). These specific sections are based on the areas named in the AHEAD definition of a learning disability: oral expression, listening comprehension, written expression, basic reading skills and comprehension, and mathematical calculation and problem solving. A section is also devoted to Attention Deficit Hyperactivity Disorder (ADHD), which, although not technically a learning disability, sometimes accompanies a learning disability. While each

section is presented on its own for the practical purpose of highlighting the nature of a disability in this area, the areas do not necessarily exist in isolation. Therefore, the strategies and suggestions in different sections enhance one another. Each topic begins with a description of the LD and some ways that it can impact student learning. Following, there are strategy recommendations specifically for the university teaching stafffaculty and TAs, tutors, and learning instructors. Since each teaching role is different, the strategies appear in separate categories based on types of instruction. In general, faculty strategies focus on group instruction (i.e. the classroom); tutor strategies are aimed at personalized, one-on-one or small group instruction; learning instructor strategies include ways to assist students in garnering personalized learning and study strategies that are tailored to the ways in which they learn best and to the expectations of their courses. TAs and mentors, who may find themselves in all of these teaching descriptions at different times in their work, may find it useful to consider suggestions from all three categories. The handbook concludes with a list of suggested readings. Many of these resources can be borrowed from the library of the Learning Resources Center.

General Suggestions Below is a list of general suggestions that can be implemented into the daily routine of a course in order to assist students in comprehending and retaining course material. Some suggestions might have to be adapted according to discipline or type of course (i.e. lecture, seminar, recitation, or lab), but they can serve as a foundation. Many of them are already in the daily practice of professors and teaching staff across the university and are, undoubtedly, in your practice. The premise for these suggestions is the idea that students have different ways of learning and, therefore, benefit from teaching methods that tap into different learning modalities. They are listed here in order to emphasize how incorporating a variety of teaching methods will anticipate diversity in the classroom as well as enhance the learning of all students, including students who have an LD or ADHD. Faculty Make your syllabus available before registration and describe all course assignments and expectations, due dates, grading procedures and policies, and format of exams. This information will help students decide how the course corresponds to their learning strengths. On the syllabus, name required texts so students have time to obtain books on tape if this is necessary. [Sometimes, obtaining books on tape can take months.] Announce reading assignments well in advance so students have ample time to prepare. Begin class with an outline or agenda (or for a seminar, general topics to be discussed) which is either written on the board or can be obtained before class from the web. Present assignments verbally as well as in writing. Announce any changes in the syllabus also verbally and in writing. Incorporate different ways of presenting material: through speech, gestures, and writing. Incorporate visual aids (such as slides, graphs, charts, and pictures) into lectures. If appropriate, allow time for students to interact with each other through questions and answers, or have students break into groups to discuss the material.

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If lecture notes are posted on a web site, post them before the lecture so students can review them and anticipate the days lecture. Having these notes to print and bring to class allows students to focus on the content of the lecture rather than the process of getting it all down. Allow time, whenever possible, to answer students questions. Help students recognize that the ways of knowing in you discipline may be different than ways of knowing in other disciplines. Help students learn the particular ways of reading, writing, and thinking within the discipline. One way to accomplish this is by doing think alouds for students as you approach content and describe your thought processes. Make use of educational technology, such as a listserve and programs like Blackboard, for students to interact with the material and each other outside of the classroom. At the end of class, facilitate a brief conversation to re-cap and highlight the main points of the lecture or discussion. Encourage students to form study groups to continue course conversations outside of classroom. Encourage students to review their lecture notes consistently throughout the course. Encourage students: to make connections with assigned readings, previous lectures and discussions; to compare and contrast information; to determine cause and effect relationships; to apply concepts to real world examples; to visualize concepts; and to map out information on a flow chart or time-line. Repeatedly throughout the semester, encourage students to visit during office hours. Schedule review sessions for exams. Announce the time of the review well in advance so students can accommodate their schedules to attend. Provide sample questions, practice exams, and information about the exam format. Explain what makes a good exam answer and provide examples of such models. Provide examples of what constitutes good writing for the course and the discipline in general. Make explicit to students that your written feedback on assignments should be incorporated into subsequent assignments. Encourage students to capitalize on the extensive support services available at Penn, including the Learning Resources Center (Office of Learning Resources and Office of Student Disabilities Services), the Department of Academic Support Programs,

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Counseling and Psychological Services, and the Writing Center. Refer students to the library reference desk for assistance with library searches. Tutors Set up consistent times and places to meet. Meet in a distraction-free environment where you can have a productive session. Ask the tutee what he or she is having difficulty understanding. If the student shrugs or states, Everything! ask questions to guide a specific response. Suggest that the two of you look at a past homework assignments, lecture notes, or text excerpts as a starting point. Set goals at the beginning of every session. Ask the tutee how he or she learns best and try to find ways of teaching to these strengths. Use multi-sensory techniques that combine listening, speaking, and reading. Think of creative, alternative ways that the student can learn the material. Take brief breaks as necessary. At the end of the session, write (or have the student write) a brief record of what was covered in the session. If possible and appropriate, set goals for the following session. Be aware of your communication style. For example, ask yourself, How is my rate of speech? and Am I attending to any signs of confusion in the tutee? Be sincerely encouraging and positive.

Learning Instructors Alert students to the concept of academic literaciesthe ways of reading, writing, studying, and behaving within the various academic contexts of the university. Help students understand that there are different ways of knowing and expressing knowledge within different disciplines and that universities require students to switch between different academic settings and to handle the social meanings and identities of each (Street & Lea, 1998, p. 5). Help students gain an understanding of their personal learning styles and find ways of capitalizing on their strengths. Explain to students the theories of metacognition (reflecting on what one knows and then acting with this knowledge) and how this applies to their learning.

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Encourage students to read thoroughly their course syllabi. Have students bring in all syllabi to discuss the assignments and expectations of the course. Have students put exams, quizzes, assignments, and paper due dates on one calendar to get the entire picture of that course as well as the semester work as a whole. In order to set and meet daily goals, find a time management system that works for individual students (e.g., daily and weekly goal sheets, hour by hour time sheets, planners, sticky notes, master to do lists, etc.) With students, find a game plan for each course that incorporates the students learning strengths and the expectations of the course. When addressing the writing process, emphasize the importance of knowing, understanding, and adhering to the assignment. Assist students in assimilating professor feedback into subsequent assignments or papers (i.e., read through professors comments with the student). Whenever possible, go through students past exams with them and ask, What went well and why? and What didnt go well and why? in order to refine the students study strategies and exam taking strategies for that course. Encourage students to attend professor and TA office hours. Guide students to become self-advocates. Role-play situations with students to build their confidence (i.e., talking with professors). Encourage students to form small study groups for their courses. Review strategies for getting the most out of such groups. Emphasize to students that studying is a semester-long process and not just what happens the week before an exam. It encompasses attending class, taking notes in lecture, reviewing lecture notes, reading, completing assignments, meeting with study groups and tutors, meeting with the professor and TA, doing practice problems, etc.

Oral Expression

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Students who experience trouble with oral expression often report frustration that they are unable to express verbally what they are thinking in a clear and organized way. Often, their ideas are cohesive in their minds, but jumbled when they are spoken. Their expression of ideas may be repetitive, recursive, not sequential, and unorganized. Students may have difficulty retrieving the desired word, so instead, describe the sought after word with many words. In class, these students may not participate and may not ask questions even when they are confused since shyness with verbal expression may accompany this learning disability. Students may be self-conscious about their difficulty organizing cohesive, clear statements in front of a group and benefit from having time to organize their thoughts before participating; this can be achieved by extending wait time after calling on a student to speak. Asking clarifying questions to guide the student expressing his or her ideas is also helpful. Instructors should exercise patience and give students time to express themselves and re-organize their language once they beginthis will foster a more inviting learning environment for these students. Faculty 1. Write an outline that contains key words and phrases on the board to assist students in retrieving the necessary content vocabulary for the lecture/discussion. 2. Extend wait time after calling on a student to speak. 3. Ask clarifying questions to help direct student responses. 4. Allow students to volunteer to respond instead of calling on students randomly. If a student consistently does not participate, privately discuss this with the student. Together, brainstorm ways that you can help the student gain confidence in participating. For example, as a scaffold, give students questions to guide their reading and have them prepare answers for contributing to class discussion. 5. Provide questions to think about before a discussion. 6. During a lecture or discussion, anticipate students questions and pose them to the group. Often, students have questions but are intimidated to ask them in a group forum.

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7. Incorporate educational technology such as list-serves or programs like Blackboard into the course, giving students a way to express their contributions to their classmates in a written format. 8. Incorporate written responses to reading assignments rather than only oral expression. 9. Encourage students to visit office hours. Tutors 1. 2. 3. 4. 5. 6. List the labels and terms needed for each assignment. Develop questions/comments to bring to class discussion. Extend time for the student to formulate answers. Create vocabulary lists of key words and phrases. Locate in the text the material that you explain orally. If the student displays difficulty formulating questions or explaining what they are not understanding in the course, help them by asking clarifying questions.

Learning instructors Help students: 1. 2. 3. 4. 5. 6. 7. 8. Learn new words in context in order to foster better word retrieval from memory. Connect new words to visual images to access words when speaking. Use mnemonic devices to remember material. Develop strategies to monitor verbal expression. Ask self, What is the main point, what are descriptive details, etc. Get in the practice of jotting down notes before asking a professor a question or contributing to discussion as a way of organizing thoughts for speaking in front of others. Gain cooperative learning strategies for working in groups. Review different types of questions to ask in class as a way to participate in class discussion. Develop strategies if anxiety occurs when speaking, such as breathing and giving themselves think time.

Listening Comprehension

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Often referred to as auditory processing, the ability to perceive and make meaning of information obtained through the auditory system, listening comprehension is the cornerstone of learning from lectures and discussion. Students who have this type of disability may have difficulty discriminating between different sounds or sequences of sounds, recognizing and interpreting what is heard, and comprehending and associating meaning with sounds. Students may take in information incorrectly and fail to organize it in a way that enables them to comprehend and retrieve it. This type of disability infringes on comprehending information from lecture, hinders note taking and participation in group discussions, and prevents successful learning from presentations that only use oral language to convey the material. Inaccurate listening comprehension undermines student learning. Students who have learning comprehension difficulties benefit when instructors speak slowly and clearly and, whenever possible, attend to facial signs of confusion. Their learning can be enhanced when visual aids are incorporated into lectures, as well as when written explanations accompany speech. Faculty 1. Provide an outline at the beginning of a lecture so students are aware of the key terms and points to guide their comprehension. If appropriate, begin the class with an overview of the days topic or discussion points. If the lecture is a continuation of previous lectures, briefly summarize those review points. 2. Note transitions to a new topic, such as pointing to the next item on an outline or stating that you are switching to a different topic. This will help students who may have been lost find their way. 3. Provide students with copies of notes, preferably before lecture, so students can preview material before class and have an idea of what will be discussed. 4. Use visual aids in class, including graphs, charts, and examples. 5. Relate the lecture to reading assignments so students have a framework for understanding the lecture/discussion. 6. Provide written instructions to accompany oral instructions (i.e. any changes in assignments, instructions for assignments, due dates, etc.).
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7. State a summary of the lecture, or highlight key points of the discussion. Or instead, facilitate a brief wrap-up discussion which highlights the main points discussed. 8. Use concrete, basic terms when introducing new terms in order to foster comprehension. 9. Encourage a buddy system for students to share and review notes with one another. Tutors 1. 2. 3. 4. Isolate key words and terms and prepare a glossary with the students. Use visual aids, including graphs, charts, and examples. Review the class notes with the student and go over any gaps in the notes . Correlate lecture note information with specific sections in text so student can read for more information. Go through text together to locate such sections. 5. Have students restate new concepts in their own words to monitor comprehension. 6. Have the student write a summary of what you discussed at the end of each tutoring session. Learning instructors Help students: 1. Develop visualization skills to comprehend and remember oral information. 2. Organize and review new material using rehearsal strategies. 3. Acquire note-taking strategies that work with the students strengths. Encourage students to review notes frequently to foster consolidation in memory. 4. Preview the notes on the web, if available, before class. 5. Repeat new information aloud to reinforce the link between listening and language. 6. Build models and create drawings to better understand verbal explanations. 7. Develop reading versatility strategies to bolster comprehension of lecture material. Focus specifically on previewing reading assignments if there is not time to fully read the text before lecture. 8. At the end of the learning instruction session, have students write a list of what you did at the session for the student to review later.

Written Expression

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There are a variety of ways that a writing disability manifests itself in students learning. Some students have difficulty with the mechanics of writing, for example, with spelling and grammar. Some typical examples are: no matter how many times they write a certain word, they are unable to commit it to rote memory, or no matter how many times they review the rules for using commas, they may not consistently apply the rules. The content of their writing is masked in basic writing errors. Often, students who have a reading disability also have these types of difficulties with writing. Other students have difficulty with written expressive language. These students may present writing that is unorganized and undeveloped. They might jump from one topic to another, go on tangents that are not appropriate for the paper topic, or recursively revisit ideas that they have already addressed. Students who express themselves clearly in face-to-face interactions may hand in writing assignments that do not reflect their knowledge or understanding of the material. Another problem that arises from written expression difficulties includes writing email messages and contributing responses to Blackboard. While many students can quickly get down their ideas and move on, students with writing disabilities may agonize for hours to complete these seemingly basic requirements. Students have reported that the pressure to write in these modes can be alleviated by instructors making clear that this type of writing can be less formal than official papers. Faculty 1. Provide examples of well-written papers, cases, and labs and explain why they are well-written. Make clear to students any standard ways of writing for the discipline. 2. Explain the assignment topic orally as well as in writing. Provide expectations for the assignment.

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3. Provide opportunities for students to discuss their topics with you, perhaps setting a deadline for topics to be submitted. Students with writing disabilities may avoid doing the assignment out of lack of confidence. 4. Installing small deadlines for large writing tasks would benefit these students and keep them on-track with the assignment. 5. Provide opportunities to read drafts or excerpts of papers. 6. Give specific feedback that can be utilized by students in future assignments. Encourage students to incorporate your previous feedback into their next assignment. 7. Encourage peer review of papers. 8. Allow some exam questions to be answered in an outline rather than in fully written essays. This alternate format frees students to focus on content rather than presentation of content. 9. Incorporate class discussion into the lectures so students can express what they know in ways other than writing. Tutors 1. Ask questions to guide students writing if they have difficulty beginning or developing topics they want to include. 2. Make sure the student understands the content. Have the student explain verbally what they want to convey in their writing. 3. Provide examples of good writing models for specific courses and explain why they are good examples. 4. Encourage use of thesaurus, dictionary, and work processing programs. Learning instructors 1. Ask to see the assignment to help the student make sure he or she is answering the question or meeting expectations. Continually return to the question or topic to monitor if the student is on task. 2. Make sure the student has a clear understanding of the purpose of the assignment and is aware of the audience. If the student is unclear, direct him or her back to the professor or TA. Help students: 3. Save tangent information in a separate file to be used for a future assignment. Know when to delete information. 4. Find a writing process that works for them. Creatively find ways of writing in nonlinear ways for students who do not adhere to the traditional writing process. 5. Get a game plan for the assignment, map out a general time-line of steps needed in order to meet the goal of finishing the assignment. 6. Break the writing assignment into manageable parts. If there are no deadlines required by the professor, encourage the student to create them on his/her own, using a reward program for accomplishing the deadlines. Encourage them to make others aware of their self-created deadlines so others can ask how they are doing. 7. Use graphic organizers, such as clusters and webs, to organize and link ideas.
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8. Use topic sentences as a way to organize ideas and structure paragraphs. 9. Use oral language to facilitate writing: discuss the topic with someone or record their own thoughts on a tape recorder if appropriate for the students learning style. 10. Make a list of grammar rules to follow that are specific to the paper. Generate a list of spelling words that are needed for the paper, but not committed to memory. 11. Garner strategies for essay exam questions. Encourage students to predict possible essay questions and practice writing answers. Encourage students to write a brief outline to organize their answer before writing an essay.

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Reading Skills and Comprehension

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Reading is comprised of two activities: decoding and comprehension. Decoding entails recognizing and deciphering words while comprehension refers to the complex process by which readers gain meaning from print. Students with learning disabilities can have problems with either aspect or both, although students who have difficulty with word decoding will most likely have compromised reading comprehension. Either problem affects the students rate of reading (multiple readings are often necessary to glean meaning from the text), making reading assignments even more daunting considering the amount of expected reading at the college level. Although dyslexia is sometimes used synonymously with learning disability, it is actually a severe type of reading disability. Students with this disorder find it extremely difficult to recognize letters and words and to interpret printed information. Students who have dyslexia often have difficulties in other areas of learning as well, such as in writing and mathematics. Students with dyslexia often have poor spelling, which affects note taking, exam taking, as well as writing assignments. Basic math skills may also be affected: for example, plus signs can be inadvertently perceived as multiplication signs. Reading problems affect not only the daily tasks of the course, but also examtaking. Correctly filling in scantron sheets may be problematic. Successfully completing multiple choice questions may also be difficult: key words like all, except, and not may not be deciphered; many choices repeat the same key words and students need to decipher the different nuances between them; the amount of print in such a small space can be visually overwhelming. Comprehending a long, complex question may be time-consuming and interfere with the students ability to answer the question in a timely manner.

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For lecture classes, students with a reading disability often benefit from reading the assigned reading after the lecture. They then have a schema for the reading material because they heard much of the material orally in class, which helps the comprehension of the text. This, of course, is only an option if the class does not give pop quizzes or routinely include discussions based on the reading assignments. Instructors who make the expectations of class-time (i.e. unannounced quizzes) clear to students allow students to better prepare their approach for the class. Faculty 1. Accompany written assignments with verbal explanations 2. Connect text material with students prior knowledge, examples, and stories. 3. Summarize and paraphrase assigned readings, or give students time to discuss the readings together in class. Provide opportunities for discussion and encourage students to discuss readings outside of classroom. 4. Provide in-class opportunities for asking questions, summarizing, making predictions, clarifying, and discussing multiple interpretations of text 5. As a scaffolding method, provide thought questions to guide students through dense reading, encouraging students to do this on their own or with classmates for subsequent assignments. 6. Use visual aids and outlines during lectures. Tutors 1. 2. 3. 4. 5. 6. Help identify essential information in texts and highlight must-read excerpts. Identify and connect fundamental terms and concepts. Break large reading tasks into smaller ones. Use texts written in clear, concise language when explaining new concepts. Ask students to bring texts to tutoring sessions to discuss specific text excerpts. Highlight the use of visuals in printed text, like diagrams and pictures.

Learning Instructors Help Students:

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1. Develop reading versatilty skills, including previewing, summarizing, questioning, and paraphrasing techniques. Turn headings into questions and search for answers in the passage. Get a plan for each courses readings (texts, bulkpacks, etc). 2. Become active readers who incorporate writing in the text as part of reading. 3. Go through every text and discover its format (use of bold, color, and italics). Incorporate the structure of the text into students personal reading approach. Does the text define key words, include thought questions, begin with an outline, end with a summary or key concepts? 4. If there is no inherent structure to the text, help students find ways of organizing the information. For example, incorporate color into reading assignments: color-code headings and sub-headings. Or highlight definitions and key terms in one color, supporting details in another. 5. Enhance comprehension using visualization techniques and visual aids, 6. Break long assignments into smaller chunks. 7. Use lecture notes to assist in text comprehension. 8. Prioritize readings and set purpose for reading: Ask: Why am I reading this (i.e. for discussion, general knowledge, for the exam, for a paper)? This will guide the strategies the student uses for that reading assignment. 9. Identify learning strengths and incorporate into a study plan. 10. Review and develop test-taking strategies: circle/box key terms, underline key verbs or words. An overwhelming amount of print can be read line-by-line by using a piece of paper to reveal only a selected amount at a time (by covering the rest of the written text).

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Math Calculation and Problem Solving

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There is a range of math difficulties that students with learning disabilities can experience. Some students math performance is hindered by basic math facts and operations. While performing mathematical functions, they may lose their place and write numbers in the wrong column or forget a minus sign in front of a number. Students may confuse operational symbols, copy problems incorrectly, or reverse numbers from one line to another. Students who know how to solve a complex problem or equation often do not get full credit because they lose points on basic math errors. Students benefit from using graph paper, which helps structure their working space and allows them to keep track of necessary spatial information. Also, using calculators allows students to focus on the problem process rather than mechanical calculations. Some students have difficulty with mathematical problem solving, or the kind of thinking needed to work out mathematics problems. Students may process word problems inaccurately, lack organized problem-solving tactics, or struggle to retrieve formulas from their memory. Many students who have math difficulties may have other learning disabilities as well. There are many factors that go into the ability to solve math problems, such as spatial relationships, visual-motor and visual-perception ability, concepts of directions and time, and memory abilities (Lerner,1995, p. 487). Students who have difficulties with sustaining attention may jump around and not perform the problem in a linear or organized method.

Faculty 1. Read the example problem aloud in addition to writing it on the board or viewing it in text.

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2. Use visual aids, such as graphs, charts, and formulas, to explain problems. If applicable, draw a model or visual representation of the process for solving the problem. Accompany visual presentations with verbal explanations. 3. As a way of modeling problem solving behavior, do a think aloud. Clearly explain your thought processes as you decide how to approach solving the problem. Paraphrase the problem aloud by stating important information. Hypothesize a plan to solve the problem. 4. Review the steps and create a model for students to follow when calculating subsequent problems. 5. Calculate the answer for the class by showing the steps, clearly writing them in an organized and sequential fashion on the board or overhead projector. 6. Model how to check for accuracy of operations or correctness of response. Demonstrate how to estimate the answer as a way of self-monitoring accuracy. 7. Introduce new concepts at a rate that encourages retention. 8. Continually review concepts. Relate new facts to previously learned material. 9. Whenever possible, relate material to concrete, real examples that are meaningful to the students. Tutors 1. Use examples with small numbers in parallel computation processes to focus on procedure rather than computation. 2. Demonstrate alternative ways of solving and checking the problem to foster a deeper understanding of the calculation. Encourage student to break the problem down into steps and to follow the steps in an organized fashion. 3. Help students discriminate between various problem types. Encourage students to keep a log of various steps to different problems, comparing and contrasting each. Encourage students to keep a list of new calculations. 4. Demonstrate strategies for solving problems. Provide explicit assistance to students so they can gain the confidence and the ability to approach problems independently. 5. Ask tutee to consistently prove answers to problems as a way of monitoring their comprehension. 6. For problem solving, help students determine the question and identify necessary information. Give the tutee question prompts to scaffold their performance (i.e. Ask, What is the necessary information?). 7. Develop questions for the student to ask him/herself as a way to self-talk through the problem. Formulate specific questions to ask depending on patterns of problems. 8. Isolate key words and terms and provide visual accompaniments to verbal explanations. 9. Incorporate visual representations of the problem to be solved. 10. When discussing a new concept, relate it to material that the student already knows. 11. Whenever possible, relate material to concrete, real examples that are meaningful to the student. Learning Instructors Help students:

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1. Approach problems one step at a time and present work in organized, readable fashion. For students who are non-linear thinkers, develop ways of representing their work that is readable, organized, and makes sense to the grader. 2. Develop strategies for processing the problem, such as finding key words, deciding upon operations, knowing what is being asked. Write on the problem/question as a way to process the information. Incorporate features like circling and boxing important information. Incorporate color as a way to organize different information. Assign meaning to specific color (i.e. highlight in blue key words to signify what to do). 3. Summarize, paraphrase, and compare/contrast the salient features of a problem. 4. Visualize the problem and make visual representations to aid comprehension and retention. Use different mediums, such as colored pencils and clay. 5. Become interactive with the problem. Apply to real-world situations and examples. 6. Group, relate, and label categories of information. Compare and contrast different problems. 7. Explain the information to someone as a way to monitor and reinforce ones own understanding of the material. 8. Gain strategies for remembering and retrieving information 9. Gain test-taking strategies. Encourage students to do practice problems and tests routinely throughout the course.

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Attention Deficit Hyperactivity Disorder

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Attention Deficit Hyperactivity Disorder (ADHD) affects learning and behavior. Like a learning disability, ADHD is a hidden disability and therefore, has skeptics regarding its existence. This syndrome has complexities and variations that make it difficult to pinpoint a way that ADD looks or affects individuals. Although there is not a known cause for the disorder, which is commonly referred to as ADD, researchers have determined that it is a neurobiological condition. This syndrome is characterized by inattention, impulsivity, and sometimes hyperactivity. The Diagnostic and Statistical Manual of Mental Disorders (American Psychiatric Association, 2000)1distinguishes three sub-groups of ADHD. Types: AD/HD Predominately Hyperactive-Impulsive Type Typical behaviors: excessive energy; fidget and have difficulty staying still; may talk excessively; and may interrupt others when speaking may appear to be daydreamers; often have difficulty attending to details, sustaining attention, and following instructions. Exhibit behaviors of both types

AD/HD Predominately Inattentive Type

AD/HD combined type.

Another reason that ADHD is scrutinized is the fact that at times, most people experience the behaviors described as indicative of ADHD. However the symptoms of ADHD are present from childhood on, and with much greater intensity than in the average person, so that they interfere with everyday functioning (Hallowell & Ratey, 1994, p. 3).
1

American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th edition, Text Revision). Washington, DC: American Psychiatric Association.

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Also, the name of the condition itself can be misleading: Hallowell and Ratey have suggested that the term deficit in ADD is a misnomerinstead, it is an attention inconsistency to attention variability since people with ADD can indeed pay attention well at times (p. 11). As Murphy (1995) explains, It is not that the adult with ADD cannot focus on a given topic or task, it is that he or she is unable to do so consistently over a sustained period of time (p.12). There are numerous ways that ADHD can infringe on a students academic performance and his or her learning. The focus here is to discuss some ways that ADHD manifests itself in students behaviors and then to address specific strategies for teaching that will facilitate the learning. Some typical features of ADHD include: distractibility, inattention to details, disorganization, distorted sense of time, and procrastination. Distractibility hinders students ability to focus on the goal at hand. It impacts a students ability to listen to and contribute to a lecture and discussion, complete reading and other assignments, follow instructions, and follow through with a task. One student explained that, Every stimulus I experience, from the sound of a fan blowing to the flickering of a florescent light bulb to the words the professor is speaking to the tapping of a students pencil in the row behind me to an itch on my arm, comes at me with equal intensity. It is very hard for me to filter out unimportant stimuli, for they all assail me with the same force and all, at the time, seem of the utmost importance. Disorganization impacts learning on several fronts. In terms of disorganization of material items, syllabi and handouts may get lost, notebooks get left behind, and desks are an abyss of papers. Students with ADD may complete assignments and then forget to hand them in. Disorganization may also exist in expressive language: writing that jumps from one topic to the next without development or linear thought; or in a conversation, jumping

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from one topic to the next without focus. Individuals with ADD may have a distorted sense of timethey may continually show up late for appointments, or generally not be aware how long certain tasks take. Many adults who have ADD perform best under pressure or often feel a need to be pressured in order to focus and execute the necessary task. This fosters procrastination. Unfortunately, this often means papers are written the night before without ample time for revising or proofreading. A common feeling among students with ADHD often is a pervasive feeling of underachievement. They know that they have the potential to do better than they are, but they are unable to show their knowledge on a test or a paper in the way that would earn them grades that reflect this. These students often know what to do; the execution of these skills is often where the difficulty arises. Students with ADD benefit from external structure and organization which allows them to gain control of their academic responsibilities and to perform successfully their desired tasks. Students with ADHD, who often are unable to reign in their attention and concentration to break a paper assignment into smaller pieces and use a writing process that involves more than one draft, often find themselves writing papers the night before the paper is due. Students with ADHD often find it difficult to begin early on tasks that do not have a pressure surrounding them. Therefore, they may be unable to make the deadline of the assignment; if they do, the paper might be frought with errors. Or, perhaps the paper is written brilliantly, but on a topic different than that which was assigned. Many of the specific strategies that benefit students with ADHD are addressed in General Suggestions and as well as within specific learning disabilities sections (in

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particular, Listening Comprehension and Writing). The strategies for teaching students who have ADHD benefit all students as well. Faculty 1. Provide students with a syllabus that includes all pertinent information for the course. Reiterate to students to read the syllabus for the expectations of the course. Post the syllabus on the web. 2. Provide oral and written instructions regarding assignments or any announcements. 3. Announce any changes orally as well as in writing, giving as much notice as possible for changes. 4. Give clear and concise instructions. Clearly express expectations for assignments. 5. Incorporate different intonations in your speech and use gestures when speaking. 6. When speaking, try to limit tangents. If tangents are necessary, verbally state when you are back to original topic. 7. Include mini-breaks in long classes. 8. Begin the class with a brief outline or agenda of material to be discussed. Even a basic framework can assist student in finding their place if they were distracted and lost focus on the lecture. 9. Consider alternating different formats in class (i.e. lecture followed by question/answer session or small group discussion). 10. Incorporate different ways of presenting material into the lecture. When possible, incorporate interactive learning. 11. Set deadlines that break large assignments into smaller parts. For example, a research paper can have deadlines for topic and argument, annotated bibliography, a rough draft, as well as a final draft. 12. Structure assignments when possible. For example, provide an outline structure of lab or give an example of a paper topic. Tutors 1. Meet at the same time and place each week. 2. Meet in a distraction-free environment. 3. Ask the student at the beginning of the session what the goals for the session are and together prioritize and decide what are reasonable goals for the time constraint of the session. Write a brief outline of the goals. If student gets off track, refer back to the outline. 4. Make use of concrete reminders like lists, schedules, etc. 5. Stick to the work. If student wants to talk and socialize, politely state that you will talk during the break or after the session if finished. 6. Take a brief break in the session. 7. Refer to visual aids as much as possible to make oral language more concrete. Learning instructors

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1. Meet at the same time each week. 2. Encourage students to organize their bag the night before so getting out of the house in the morning is not as much of a rush. Keep the bag and other daily essentials in the same location (ex. in a basket near the door). 3. Encourage students to get a separate notebook for each classif students lose one, they havent lost everything. 4. Encourage students to take mini-breaks between switching courses when studying. Help students: 1. Break assignments into smaller parts, creating deadlines for each task. Have the student inform you of their goals so you can ask them about their progress during the week. 2. Develop personal incentive plans for accomplishing tasks. 3. Structure their days. One way of structuring the day is by meals and by time of day, like morning, early afternoon, late afternoon, evening, and night. Changing location while transitioning from one task to another works well for some students. 4. Plan reasonable times to do not only academic work, but also life tasks, like doing laundry and paying bills. 5. Find reliable routines that are not rigid, but instead provide a structure that enables the student to accomplish his or her goals. 6. Prioritize responsibilities. 7. Set daily and weekly goals. Choose or make planners, hour by hour sheets, and goal sheets that are tailored to the student. 8. Improve time management skills and find a system that works for them. 9. Filing systems that work for them. 10. Get in the daily habit of organizing and filing school work. Encourage students to routinely spend ten minutes cleaning out and de-cluttering school bag. 11. Use color as a way of organizing and highlighting information. 12. Discuss different ways of taking notes. Discuss non-linear ways of note-taking, such as using webs, if appropriate. 13. Find a writing process that works for them. A traditional, linear approach to writing may not work for all students. However, even if the process is not linear, be sure to emphasize the necessity of completing a draft with ample time to revise. 14. Be aware of time. Encourage students to carry a watch that beeps so they can be aware of how much time has passed. 15. Discover how they study best: are they better at doing three subjects within a period of time or do they prefer spending a large chunk of time on one task?

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References Hallowell, E. & Ratey, J. (1994). Answers to Distraction. NY: Bantam.

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Lea, M. & Street, B. (1998). Student writing and faculty feedback in higher education: An academic literacies approach. Unpublished paper. Lerner, J. (1995). Learning disabilities: Theories, diagnosis, and teaching strategies (8 edition). Boston: Houghton Mifflin Company.
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Murphy, K. & Le Vert, S. (1995). Out of the fog: Treatment options and coping strategies for adult attention deficit disorders. NY: Hyperion, Skylight Press. Scott, S. (1994). Determining reasonable academic adjustments for college students with learning disabilities. Journal of Learning Disabilities, 27 (7), 403-412. Recommended Reading Armstrong, T. (2000). Multiple intelligences in the classroom (2nd edition). Alexandria, VA: Association for Supervision and Curriculum Development. Barkley, R. (1998). Attention deficit disorder: A handbook for diagnosis and treatment (2nd edition). NY: The Guilford Press. Brinkerhoff, L., McGuire, J., Shaw, S. (Eds.). (2002). Postsecondary education and transition for students with learning disabilities (2nd edition). Austin, TX: Pro-ed. Gardner, H. (1993). Frames of mind: The theory of multiple intelligences (Tenth anniversary edition). NY: BasicBooks. Gardner, H. (1993). Multiple intelligences: The theory into practice. NY: BasicBooks. Gregg, N., Hoy, C., Gay, A. (Eds.). (1996). Adults with learning disabilities: Theoretical and practical perspectives. NY: The Guilford Press. Hallowell, E. & Ratey, J. (1994). Driven to distraction: Recognizing and coping with attention deficit disorder from childhood through adulthood. NY: Touchstone. Mooney, J. & Cole. D. (2000). Learning outside the lines: Two ivy league students with learning disabilities and ADHD give you the tools for academic success and educational revolution. NY: Simon & Schuster. Murphy, S. (1992). On being LD: Perspectives and strategies of young adults. Colchester, VT: Teachers College Press. Quinn, P. (Ed.). (2001). ADD and the college student (2nd edition). Washington, DC: Magination Press.

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Smith, S. (1993) Succeeding against the odds: How the learning disabled can realize their promise. NY: Jeremy P. Thatcher/Perigee Books. Vogel, S. & Adelman, P. (Eds.). (1993). Success for college students with learning disabilities. NY: Springer-Verlag. West, T. (1997). In the minds eye: Visual learners, gifted people with learning difficulties, computer images, and ironies of creativity (Updated edition). NY: Prometheus Books.

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