Spoken and written language-the student may have difficulty with spelling (e.g., mixing up letters) or with speaking (e.g., reversing words or phrases).Memory (long-term, short-term)-the student may have difficulty with the storing or recalling of information during short or long time periods.Abstract reasoning-the student may have difficulty understanding the context of subjects such as philosophy and logic, which require high level reasoning skills.They may be a slow reader because of the need for additional time to decode and comprehend written material. ![]() Information processing speed-the student may process auditory and visual information more slowly than the average person.They may have difficulty processing information communicated via overhead projection, through video, in graphs and charts, by email, or within web-based distance learning courses. Visual perception and processing-the student may have difficulty distinguishing subtle differences in shape (e.g., the letters b and d), deciding what images to focus on when multiple images are present, skip words or repeat sections when reading, or misjudge depth or distance.They may have difficulty distinguishing subtle differences in sound or knowing which sounds to attend to. Auditory perception and processing-the student may have difficulty processing information communicated through lectures or class discussions.A student with a learning disability may have one or more of these limitations. Learning disabilities may also be present along with other disabilities such as mobility and sensory impairments, brain injuries, Attention Deficit Disorder/Attention-Deficit Hyperactivity Disorder (ADD/ADHD), and psychiatric disabilities.ĭescribed below are some of the functional limitations that may require accommodations. Reasoning-organization and integration of ideas and thoughts.Arithmetic-calculation and mathematical concepts. ![]() Written language-reading, writing, and spelling.Spoken language-listening and speaking.There are many types of learning disabilities they often impact student abilities in one or more of the following categories: Since these functions cannot always be directly observed, it is often difficult to diagnose specific learning disabilities, determine their impact, and recommend appropriate accommodations. Psychologists use the results of their assessments to understand how individuals receive, process, integrate, retain, and communicate information. The diagnosis of a learning disability is often made by a psychologist trained in administering and interpreting psycho-educational assessments. Generally speaking, students may be diagnosed with learning disabilities if they are of average or above-average intelligence and there is a significant discrepancy between their academic achievement and their intellectual ability. Learning Disabilities and Functional Limitations Understanding the implications of learning disabilities, preparing to teach students with diverse characteristics, and learning to accommodate students with learning disabilities are essential for faculty and staff to provide academic and career opportunities for these students that are equivalent to those provided to their nondisabled peers. Some instructors and administrators suspect that students who claim to have learning disabilities are faking it, are playing the system, or lack the intelligence needed to succeed in college. ![]() Because there are no outward signs of a disability such as a white cane or wheelchair, students with learning disabilities are often overlooked or misunderstood. In most situations, a learning disability is not readily observable. Members of the largest group of students with disabilities have learning disabilities. In recent years, the number of students diagnosed with disabilities who are attending postsecondary institutions has increased dramatically. Achieving equal access through accommodations and universal design
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