Although each situation is different and the student is the best source of information regarding useful accommodations, the following accommodations are typical for a student with a learning disability:
The Internet hosts a large quantity of websites and electronic discussion lists that contain information of interest to individuals with learning disabilities and/or Attention-Deficit Disorder and their family members, friends, mentors, advocates, educators, employers, and coworkers. Topics addressed include education, accommodations, diagnosis, employment, social development, and support networks.
John has a severe learning disability that affects his ability to read. He uses a text-to-speech system to read computer screen text to him. He is attending his first semester at a small, private college. Each student at the school is given an email account for academic use. The directions for establishing and using the email account are available in printed format and on the computing services website.
John was having difficulty accessing the electronic information at the computing services website with his screen reading software.
Students with learning disabilities and Attention-Deficit/Hyperactivity Disorder who participated in a study at Virginia Commonwealth University identified the following study skills as helpful to their success in postsecondary education:
Since each student's accommodation needs are unique and the student is often most knowledgeable about effective accommodations, be sure to talk with the student about what accommodations they might need.
Some specific accommodations that might be useful to a student with disabilities that impact learning and/or attention in a science lab include the following:
Some common challenges faced by learners with Dyscalculia, a learning disability that affects performance in mathematics include:
Dyscalculia is a mathematics-related disability resulting from neurological dysfunction. Students who are diagnosed with Dyscalculia have average to above-average intellectual functioning and a significant discrepancy between their math skills and their chronological-age-peer norms. For a diagnosis of Dyscalculia, it must be determined that the math deficit is not simply related to issues such as poor instruction, vision, hearing or other physical problems, cultural or language differences, or developmental delays.
After successfully completing high school, people with Attention-Deficit/Hyperactivity Disorder (AD/HD) may feel that they no longer require supports to succeed. However, AD/HD can impact behavior and performance both in college and at work. College and employment present new responsibilities and new challenges; coping with AD/HD often requires a lifelong effort. Planning and preparation can smooth potentially challenging postsecondary transitions.
Technology has become an invaluable tool for many students, including those with learning disabilities such as Dyslexia. However, as explained by Dale Brown in the , technology also presents new challenges for some students. Problems reported include the following:
Mary Driscoll teaches in the special education and learning assistance program (LAP) at in Spokane, WA. Following a presentation on assistive technology by DO-IT staff, Ms. Driscoll applied for and received an AccessSTEMÂ minigrant to purchase technology for her school.
