Working with Students who have a Learning Disability

Download this Information Sheet : PDF : 97KB.

Overview

'Learning disabilities' refers to a variety of disorders that affect the acquisition, retention, understanding, organisation or use of verbal and/or non-verbal information. These disorders result from impairments in one or more psychological processes, in combination with at least average abilities essential for thinking and reasoning. Learning disabilities are specific not global impairments and as such are distinct from intellectual disabilities.

Learning disabilities range in severity and invariably interfere with the acquisition and use of one or more of the following important skills:

• oral language (e.g., listening, speaking, understanding)
• reading (e.g., decoding, comprehension)
• written language (e.g., spelling, written expression)
• mathematics (e.g., computation, problem solving)

(Australian Learning Disability Association)

The presence of a Learning Disability is lifelong but the level of impact may change depending on factors such as course delivery, assessment and skills the student has developed over time.

To be eligible for DLU services

A report from a relevant professional such as clinical or educational psychologist, neuropsychologists, school psychologists/guidance officers, special educators and psychiatrists outlining the presence of a learning disability is required. The DLU does not accept a diagnosis of learning disability from General Practitioners or Irlen Practitioners.

When a student has been assessed as a child learner, or was assessed over 5 years ago, the DLU may request an updated assessment to highlight new compensatory strategies and ensure accommodations provide by the University are of maximum benefit to the student. DLU staff also collect a detailed history of the student with regard to previous education and/or employment participation.

Common barriers at university

A student who has a learning disability may experience one or more of the following barriers to learning and inclusion. Please note this list provides only a sample of common barriers.

• Significant additional time spent on reading (often 2-3 times longer than regular students due to slow, inaccurate reading and reading comprehension difficulties).
• Difficulty with expressive language especially recall and organisation- this can affect written and verbal tasks.
• Difficulty in meeting deadlines due to the significant amount of additional time involved in reading and written tasks.
• Difficulty following a sequence of tasks, or organising sections of a task in order to achieve an outcome.
• Performance under timed assessment is often significantly compromised.
• Organisational and time management difficulties.
• Fatigue from additional workload and stress in keeping abreast of subject content.

Common examples of assistive technology

Not all students with a learning disability use assistive technology. Continual development of software options and increasing integration of accessibility features in mainstream computers is enabling more students with a learning disability to develop strategies which highlight errors and offer solutions to reading and writing tasks. Some common examples of assistive technology are:

• Tape recorders to record classes due to inability to focus and take notes at the same time
• Word prediction and spell check software
• Use of computers to replace handwritten activities
• Use of i-Lecture facilities to review classes and consolidate learning

top of page

Common Academic adjustments

• Extensions on assignments
• Alternative Examination Arrangements e.g. additional reading time, additional writing time, rest breaks, use of computer with appropriate software
• Copies of overheads, lecture notes, information available on web or i-lecture - this allows students to focus on content rather than notetaking tasks
• Consideration of how the student will manage group tasks, oral presentations etc.
• Verbalising key information, especially when it is presented in only a written format and writing down key information that is verbally presented. Both strategies offer a back up for students with a learning disability.
• Providing learning materials in an accessible format. Improving Information Access for Students with a Print Disability outlines the responsibilities University of Melbourne staff have in facilitating information access to students with a print disability. Some students with a learning disability prefer written material in a digital or audio format as they process verbal information more effectively than written.

top of page

Useful Links and Resources

Australian Learning Disability Association (ALDA). The Opening All Options section of this website has information pertinent to academic staff.

Australian Disability Clearing House on Education and Training (ADCET) is a web based information source that provides up to date, accurate and comprehensive information about inclusive teaching, learning and assessment strategies, accommodations and support services for people with disabilities.

Teaching students who have a Learning Disability (DOC : 64KB) teaching and assessment fact sheet produced by ADCET.

Learning Disabilities Association of America.

top of page