LEARNING STRATEGIES

A compensation “technique” or “strategy” is some sort of tool, mental or physical, that students with learning disabilities can use to make up for whatever learning weaknesses they may have. Self-help strategies are vital if students with learning disabilities are to succeed in college. Without knowing and understanding the nature of a particular learning disability and comprehending individual learning strengths, students will continue to experience challenges. A clear understanding of how a student learns material is absolutely necessary in order to become an independent learner. This is one of the main goals in ASC Learning Skills. Learning Disabilities Specialists teach students study strategies that are most likely to use their strengths and help them to be succesful in college. The student who learns the strategies that work best for them, and how to implement these strategies on their own, will be more successful in college and later in life.

SELF-ANALYSIS FOR REQUESTING ACCOMMODATIONS

In order to obtain in-class accommodations for learning disabilities, students set up accommodations and services with the Accessibility Support Center (ASC). At the student's request, the ASC can send instructors an Accommodations Form. The form states that the student is eligible for accommodations based upon a disability, however it does not disclose the type of disability or the confidential details of a student's records.

When applying for services and accommodations at new college or university or when taking a board exam, it is very helpful for the student to have an understanding regarding their disability. For learning disabilities (LD)s, the results of the LD evaluation and the implications these results have on creating barriers for students are important to understand. When a student knows why and how they experience barriers and challenges when taking timed tests or reading books, or doing other educational taks, the student can be empowered to clearly explain their needs, provide their documentation and obtain eligiblity for services at the new university or testing board. Instructors, however, do not need to know this information. Instructors need to know what accommodations need to implemented in the classroom (more time on tests, audiorecording of lectures, closed captioning on films). They do not need to know why these accommodations are needed. Students can decide if, and with whom, they want to discuss their results. Learning Disabilities Specialists are happy to help instructors understand learning disabilities in general (not about specific students) and to advocate for students. The ASC will answer general questions and not disclose personal information other than information needed for a student to get the accommodations they have requested.

Self-analysis begins with analyzing your test results and understanding them as much as possible. After LD eligibility testing is completed, the LD Specialist meets with each student to review results and make recommendations. In addition, the student is supplied with that information in written form. This usually takes place in a 60-90-minute meeting. Many students will need to review the summary of their results or meet with the LD Specialist for follow-up in order to gain full benefit of the test results, the recommendations, and the implications (instructional or emotional).

The Learning Skills (LS) 254 course supports students in learning about learning disabilities, what they are, how they are diagnosed, and study strategies and accommodations that can be most useful for students with different learning disabilities. Students participating in this course who have a disability, will have an opportunity to do some self-analysis to look at their records and work on developng a plan for study skills and acommodations they will use. Developing a plan for study stategies that captitalize on your strengths makes it much easier for students to understand their needs and begin advocating for themeslves as they navigate college and beyond this for students who transfer to another college or university, take a board exam, or enter new types of employment.

LEARNING DISABILITY:

Know your strengths and weaknesses.
Know what accommodations help you the most and why.
Know what situations to stay away from (sometimes, no accommodation works - stay away from those classes).

LEARNING STRATEGIES AND STUDY SKILLS

Although each learning disability appears to be unique, different learning strategies (learning how to learn) can be generalized for certain common areas of learning challenges. The following information includes recommendations for strategies that may be used effectively for certain types of learning disabilities. Remember that these are rather broad recommendations, and only through trial and error will students find the most effective strategy for a specific problem. Often, students with learning disabilities who fully understand their challenges can be the most creative at devising unique and successful strategies.

COGNITIVE AREAS

VISUAL PROCESSING PROBLEMS

Processing what is seen, accuracy, attention to detail, speed, visual closure, visual sequencing, visual-motor coordination:

Ask for oral information and directions.
Plan for additional time to complete written work.
Proofread.
Use audiobooks or screenreaders for reading. Use a screen reader to read back what you wrote for auditory proofreading.
Take photos of the board.
Ask for copies of the slides for a presentation.
Use graph paper for mathematics. Experiment with different size graph square sizes (tiny to large boxes). Free printable options are available on the internet.
Experiment with colored plastic overlays (Irlen.org has an online demo of different colors) for your books, papers, or screens. Try non-white paper.
Experiment with changing the font and background color on your screens. Experiment with changing the brightness.
Use charts, index cards, colored pens to track visual information.
Request extended time in order to carefully proofread work.
Sit near the front of the classroom to limit visual distraction.
Use your finger, 3x5 cards, or a ruler to track lines while reading.
Use “spelling checkers” and word processing.
Make sure study areas are neat and uncluttered.

AUDITORY PROCESSING PROBLEMS

Processing what you hear with accuracy, short-term memory, long-term memory, receptive language:

Record lectures to listen more than once or to fill out missing parts of your notes.
Use digital notetaking software that records, provide AI captioning in real time, and provides a transcript for notes.
Request a note-taker so that you can listen carefully.
Use screen reading computer programs.
Break up directions into smaller units.
Sit near the front of the classroom.
Take classes from instructors who use visual materials or projects, rather than strictly lecture.
Ask for repetition of oral directions or for written directions.
Repeat information back to verify details.
Write as you memorize.
Use memory “hooks” or “pegs.”
Recite material aloud.
Spread memory work over several sessions.
Review class notes as soon as possible (maximum 24 hours).
Use visualization techniques to recall information.
Use AI to help you generate visual images that may help you recall information.

REASONING PROBLEMS

Non-verbal abstract reasoning, problem solving, cognitive flexibility, reasoning, learning ability, math concepts:

“Talk through” non-verbal work with a friend or tutor and write down steps involved.
Practice non-verbal reasoning skills with books, computer software, and games.
Break down word problems into small steps.
When possible, draw pictures and diagrams to help understand concepts or problems.
Use group problem solving.
Use free writing, clustering (mind mapping), or list-making to get ideas down and organized before writing.

VERBAL ABILITY

Receptive and expressive vocabulary, verbal reasoning:

Develop written and oral vocabulary (take reading classes, speech classes, participate in clubs, use computer software and programmed workbooks).
Ask for information in short sequences.
Use complete sentences.
Encourage friends and relatives to allow you time to respond in discussions.

ATTENTION PROBLEMS

Challenges with maintaining attention or paying full attention to some things and not focusing on others. Distractibility, “hyperactivity,” inability to focus:

Use earplugs to reduce noise distractions.
Use study carrels or empty rooms for study.
In some cases, use non-distracting audio-tapes (“white noise”).
Break down tasks into small units and work through them one at a time.
Plan the most difficult tasks during peak energy periods.
Make lists and prioritize work.
Use calendars and time management techniques.
Take study breaks.
Underline key words or phrases in directions.
Use visual organizers such as different color-coded notebooks for each class.

SUCCESSFUL STUDENT CHARACTERISTICS

Use college help resources.
Learn efficient study skills.
Create study systems.
Learn proper test preparation techniques.
Use test-taking strategies.
Reduce anxiety.
Exercise regularly, eat regular well-balanced meals, get enough sleep.
Set realistic goals and priorities for class work.
Make notes about questions to ask the instructor before quizzes and tests.
Plan on at least 2 hours of study for every hour spent in class and set up regular times to work.
Seek help early when you are having difficulties in a class or problems outside of class.
Don’t miss classes unless absolutely necessary. Always contact instructors ahead of time if a class must be missed. In case of emergencies, contact the instructor as soon as possible.
Take classes and workshops which will improve knowledge about learning disabilities and learning skills.
Take care of emotional problems by meeting with counselors.
Ask questions; know when to ask questions.
Review notes as soon as possible after class and before the next class.
Keep a “to do” list and update it regularly.
Keep a good sense of humor.