Title: Learning Disabilities: Creating a Crossroad for Students with this Hidden Disability
1Learning Disabilities Creating a Crossroad for
Students with this Hidden Disability
- NACADA
- 30Th National Conference On Academic Advising
- Indianapolis, Indiana
- October 18-21, 2006
- Presented by
- Karen L. Wold, M.S.Ed.
- Learning Disabilities Specialist, DRES, UIUC
-
- Carrie A. Mulvaney, M.S. Ed.
- Academic Advisor, LAS General Curriculum, UIUC
2UIUC 2005-2006 Disability Statistics
Registered Students with DRES
- 947 registered students with a disability
- 176/947 students with a diagnosed Learning
Disability
3Impact on Advising
- Beliefs
- values, religion
- Educational Values
- first generation college students, rural vs.
urban - Social Life
- socioeconomic status, work ethics
- Communication Styles/Barriers
- non-verbal cues, body language, ESL
- Culture
- role of the family
- Disabilities
- role of the family
4Definition of Learning Disability
- A learning disability is not a disease, so there
is no "cure." - Often termed "hidden" or "invisible" disabilities
-- are actually a diverse group of
neurobiological characteristics that are
developmental in nature. - Learning disabilities affect the way people
store, process, or produce information. 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.
5Definition (cont)
- These disorders are intrinsic to the individual,
presumed to be due to central nervous system
dysfunction, and may occur across the life span.
Problems in self-regulatory behaviors, social
perception and social interaction may exist with
learning disabilities but do not by themselves
constitute a learning disability. - Although learning disabilities 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
instruction), they are not the result of those
conditions or influences.
6Characteristics of a Verbal Learning Disability
- Problems with language (reading and writing)
usually excels in math - Problems with auditory processing
- Needs academic strategy instruction
- Socially savvy and adept Joe Cool
- Usually able to compensate for difficulties and
developed coping skills
7Characteristics of a Nonverbal Learning
Disability
- Visual perception and/or visual memory problems
- Problem solving difficulties
- Adaptation to new situations
- Academic problems in math and sciences
- Difficulty in social interaction
- DSM IV Learning Disorder Not Otherwise Specified
(LD NOS) - Adapted from Byron P. Rourke, Syndrome of
Nonverbal Learning Disabilities, 1995.
8DRES
1207 S. Oak St. Champaign, IL 61820 (217)
333-1970 (V/TTY) (217) 333-0248 (Fax) 830 a.m.
to 5 p.m. M F disability _at_ uiuc.edu
- DRES (Division of Disability Resources and
Educational Services) is the office on the UIUC
campus that coordinates and provides services for
UIUC students with disabilities.
9DRES Services
- Academic services include, but are not limited
to - Accommodation planning and implementation (note
takers, interpreters, testing accommodations) - Text conversion
- Priority registration
- Substitutions and extensions
10DRES Services (cont.)
- DRES also provides non-academic services,
including - Transportation
- Housing access (incl. Beckwith Hall)
- Sports and recreation programs
- Co-curricular program and service access
- Transition to employment - internships
11How to Access DRES Services
- Two types of students come to DRES for services
- Students with a previously diagnosed disability.
- Students with academic/personal concerns who are
self-referred or referred by UIUC faculty/staff.
12Application Process
- Complete Application for Services
-
- Provide documentation of disability according to
DRES Documentation Requirements - When this process is complete, students are
registered with DRES and eligible for DRES
services.
13Role of the Advisor
- Do not ask if the student has a disability
- If the student discloses to you, consider
- Not scheduling back to back classes
- Not scheduling early classes
- Distance between classes
- Balance between heavy reading or writing or math
classes depending on disability. - You need to keep the information confidential.
If the student is registered with DRES, we can
talk with you with the students permission.
14Other Advising Issues
- Foreign Language Substitution
- University-wide process
- Deadlines to get materials to Committee October
1 and March 1 - Students need to register with DRES, write letter
requesting substitution, get letter from Foreign
Language Instructor, transcripts and disability
documentation from DRES
15- Math Substitution
- Because of wide range of courses available, not
exactly like foreign language substitution. - Students can select from variety of courses.
16The KEY to Creating a Crossroad for Students
with Learning Disabilities
- Collaboration with Disability Service Offices
- Unit liaison, walk-in advising
- Collaboration with other campus offices
- Counseling Center, Bridge Transition programs.
SSS/Trio, Athletics, etc - Professional Development
- Diversity training, advisor workshops, ILLiAAC
17Fears, ConcernsQuestions? Comments?
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18Web Sites of Interest
- DRES http//www.disability.uiuc.edu
- Faculty Information Link
- http//www.disability.uiuc.edu/page.php?id3
- UIUC Disability Resource Guide
- http//www.disability.uiuc.edu/resourceguide
- Assistive Technology
- http//www.disability.uiuc.edu/services/at/
- Learning Disabilities
- www.ldonline.org
- www.ldaamerica.org
- Disabilities and Postsecondary Education
- www.ahead.org