Accommodations for Students with Learning Disabilities

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The National Joint Committee on Learning Disabilities

Definition

Learning disabilities is a general term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. These disorders are intrinsic to the individual, presumed to be due to central nervous system dysfuntion, and may occur concomitantly with other handicapping conditions (for example, sensory impairment, mental retardation, serious emotional disturbance) or with extrinsic influences (such as cultural differences, insufficient or inappropriate instructions), they are not the results of those conditions or influences. (Nolting 1991, pg 13)

Accommodations for Learning Disabilities

Testing Accommodations

Suggestions for testing accommodations might include:

Extending time for testing

Allowing exams to be taken in a sound-proofed carrel (for students with ADD or ADHD)

Reading exam questions to the student

Recording test questions on an audio cassette tape and playing the tape while the student reads the questions (for students with visual processing speed or visual processing problems)

Enlarging mathematics test questions and spreading out the questions (for students with low vision or visual processing problems)

Allowing the student to use fact sheets, tables, and/or charts on the test

Allowing the student to take tests in a quiet, non-distracting environment

Providing essay exams rather than multiple choice exams

Providing an alternate test format that does not utilize scantron forms or, if you must use them, enlarging the form to 8 1/2" by 11"

Providing a tape-recorded version of the test

Allowing the use of an alternate demonstration of mastery

Allowing the student to clarify any questions on the test before starting the test

Limiting the number of alternative responses on objective tests

Allowing test answers to be dictated to a proctor

Allowing oral responses to essay questions

Allowing proctors to rephrase test questions that are not clear

Allowing use of a basic, four-function calculator during an exam

Giving partial credit for work shown even when the final answer is not correct

Providing access to a PC which would allow for spelling and grammar checks for essay exams

Allowing the student to use a dictionary or word list

Not penalizing students for use of poor grammar

Not penalizing students for incorrect punctuation

Class/lab accommodations include

Providing large print handouts

Using a multi-sensory approach to teaching

Having a consistent format for papers and assignments

Allowing the student to sit at the front of the class

Facing the student when talking - do not face the chalkboard

Reducing visual and auditory distractions in the classroom

Allowing the student to use graph paper to align numbers

Allowing the student to use fact sheets and/or charts

Providing instruction of the appropriate sequence or hierarchy of steps

Providing a copy of lecture notes before the class begins

Allowing all papers to be written utilizing a computer or word processor

Allowing the student to complete all writing assignments outside of class

Not asking the student to read aloud

Allowing the student to use colored overlays

Allowing the student to use taped textbooks

Enabling retrieval of relevant vocabulary

Enabling retrieval of background information

Allowing the student to repeat back what was heard

Telling the student in advance what question(s) you will be calling on them to answer

Allowing the student to use a computer with a speech synthesizer and software such as DragonDictate, Reading Edge or BookWise reading products from Xerox Adaptive Technologies.

        This technology allows students to read non-stop and self-paced in 
        increments of  word sentences or phrases.  The student can have 
        words defined or pronounced and syllabified. The text being spoken 
        is highlighted.  It may be possible to get a copy of BookWise 
        donated to your organization by Xerox.

A similar product for the Mac environment is Ultimate Reader by CAST in Peabody).

Providing handouts in mathematics classes. They can improve the learning process, improve student concentration, decrease the amount of note-taking necessary, and list important information. Students can also make their own handouts by copying and enlarging mathematics pages containing rules, concepts, definitions and examples and then use these handouts during the next mathematics class for taking notes.

Writing Accommodations include

Composing by voice may be more productive than by typing.

Avoiding distractions of regular lab background noise by allowing the use of private rooms or cubicles.

Allowing the usage of The Franklin Speaking Language Master Special Edition which can speak whole sentences, serve as a communication aid, a dictionary, a thesaurus, a vocabulary builder, a spelling aid. This tool has word games built in to keep the user interested in learning.

Using Write Outloud and Jaws which are products that provide auditory feedback as the student writes.

Using Co-Writer which is a word prediction program that will supply words as the student writes.

Allowing students to use grammar and spell check programs

Allowing the student to tape-record in class

Some students may find that a tape recorder with a tape counter is useful for reviewing the lecture. During the lecture, the student can jot down the beginning and ending tape counter numbers for concepts or mathematical problems they are finding more difficult to follow and then concentrate on what the instructor is doing or saying, rather than trying to take notes. As soon as possible the student should review that section of the tape to fill in their notes. If they are still having difficulty with the concept or problem, they should ask the instructor or a tutor for help.

Allowing someone else in the class to take notes for the student

Note-takers should be chosen from the same class as the student with this learning disability and with a note-taking style that meets the student's needs. The student should also take notes to maintain concentration, leaving four or five lines between lecture information in order to recopy appropriate information from the note-taker's notes. In order to understand and memorize notes more quickly the student should copy important information from the note-taker's notes to their notes on the same day. Some students may find it helpful to turn their notebook sideways, creating vertical columns for numbers, variables, etc.

Using portable word processors equipped with Alpha Talker, Dream Writer or PC 104 for taking notes or for writing short assignments.

Using computerized organizers like Inspiration to brainstorm, organize and outline information.

Research Accommodations

American Heritage Talking Dictionary

First Connections Encyclopedia

Ultimate Human Body

The Way Things Work

Science Encyclopedia

The Internet

     Reading techniques

Mathematics textbooks are particularly difficult reading for students with visual processing speed and visual processing disorders. Chapter 6 in Dr. Nolting's Winning At Math (1991) discusses an eight- step mathematics reading technique for improving understanding and retention of material read in a mathematics textbook. Some suggestions include enlarged photocopies of pages containing formulas, using different colored pens to highlight different parts of equations, and having an audiotape made of the textbook so the student can listen to the tape as they read the textbook. (Nolting 1991, pg 37)

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The BULLETIN, which is free of charge, available in alternative formats, and on the Internet, brings you the latest issues and news affecting people with disabilities. Please write, fax, or e-mail your comments to the BULLETIN'S editor, Mark S. Quigley (mquigley@ncd.gov).

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Last updated 12/7/06