Ways Learning (dis)Abilities Students Can Help Themselves

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Ways That Faculty Can Help LD Students

Ways LD Students Can Help Themselves

1. Increase your understanding of the nature of learning disabilities in general and specifically the type and severity of your own learning disability.
   
   
2. Rehearse your explanation of the above information so that you can explain to faculty the reason for requesting such modification such as extended time on an examination.
   
   
3. If you require modification of any kind, schedule an appointment with your instructor early in the semester.
   
   
4. Ask permission of the instructor to tape record lectures before doing so. Be sure to explain why you need this modification and how you will use the tape to enhance your learning.
   
   
5. Build on your understanding of learning disabilities to develop strategies to bypass or compensate for the deficit areas while you work to improve in the deficit areas.
   
   
6. Learn about Section 504 which describes your rights. Find out what support services your college provides and should you need them, you know where to find them.
   
   
7. Apply the principles of psychology of learning to your studying. They will increase your chances of success.
   
   Included are:
   1. Attend all classes. Other students can get by missing an occasional class, but for you, hearing the lecture may be a critical factor in learning new material.
      
      
   2. Sit toward the front of the class so you can hear and see well, get involved in the class, and be more easily recognized if you have a question.
      
      
   3. If you tape record in class, carefully identify every tape (for example, Side 1, Intro to Psychology, 9/15/95) before you insert it into the recorder. Set the counter to zero and if you are unsure of a concept during the lecture, jot down the counter number in your notes for easy review and clarification later.
      
      
   4. Review tapes and/or notes as soon after the lecture as possible. Compare your notes with a study partner. Copy notes over, if necessary. Highlight and summarize main points. Keep a glossary of important terms, key concepts, major events, contributors and their theories, or formulas.
      
      
   5. Review frequently and then master material to the point of committing material to memory. Use memory strategies that aid recall such as listings, categorizing, alphabetizing, devising acronyms and associations.
      
      
   6. Rehearse material by writing or speaking (making an active response) on a regular and frequent basis.
      
      
   7. Plan three hours of studying for every hour in class and schedule your day, leaving time for relaxation after putting in solid blocks of time.
      
      
   8. Give yourself plenty of lead time on long-range assignments. Plan backwards from a few days before the due date, breaking up the process into discrete steps. Leave yourself a little extra at each step for the unexpected.
      
      
   9. The hardest part of getting your work done on time or keeping up with the workload is often getting started on a new assignment. Start by making a commitment of 30 minutes and then lengthen the studying periods gradually.
      
      
   10. Make sure you have understood the assignment correctly and completely before plunging in or soon after you've started. Don't wait until you have finished the assignment to find out that you have not fulfilled the requirements.
       
       
   11. Reach out for assistance early, if needed. Schedule an appointment with your instructor when you begin to get confused or flounder. Don't wait until you are already in danger of failing the course. Speak to the Learning Disabilities coordinator and/or your advisor and find out what help is available.
       
       
   12. Use the drop-add period to adjust your schedule and monitor the calendar carefully. Watch for deadlines for schedule changes such as drop-add, withdrawals, and pass-fail options.
       

From The College Student with a Learning Disability: A handbook for college LD students, admissions officers, Faculty and administrators, 2nd ed., by Susan A. Vogel, Ph. D.

Sacramento City College
3835 Freeport Boulevard · Sacramento, California 95822
This page was last updated: Wednesday, September 1, 2004 at 11:42:42 AM