A specific learning disability is a disorder in one or more of the central nervous system processes involved in perceiving, understanding, and/or using concepts through verbal (spoken or written) language or nonverbal means. This disorder manifests itself with a deficit in one or more of the following areas: attention, reasoning, processing, memory, communication, reading, writing, spelling, calculation, coordination, social competence and emotional maturity.

This dysfunction continues despite instruction in standard classroom situations. Some common attributes of learning disabled individuals are:

• Average to superior intelligence
• A chronic disorder of neurological origin which causes severe processing deficit
• A severe discrepancy between achievement and aptitude in one or more areas
• Measured achievement in an instructional or employment setting; and
• Measured age-appropriate adaptive behavior in an instructional or employment setting

Often people assume that students with learning disabilities are unmotivated and unintelligent. Many question whether these students can succeed in college. In reality, students with learning disabilities are not intellectually limited nor are they unmotivated. They have the potential to succeed in higher education. The student's problems are associated with information processing, whereby the information received or transmitted is distorted.

Common instructional methods, such as lectures, are often inadequate for the student's learning needs. Alternative methods will increase the student's academic performance, as well as decrease his or her frustration in learning situations.

Some of the specific terms for disorders included under the umbrella term "learning disabilities" are:

• dyslexia (difficulty with reading)
• dysgraphia (difficulty with writing)
• dyscalculia (difficulty with mathematics)

The exact causes of a learning disability are unknown; they may be neurological, biochemical, psychological, or environmental in origin.

Depending on the specific disability, some of the characteristics of college students with learning disabilities may include the following:

• Study Skills
  • Inability to change from one task to another
  • No system for organizing notes and other materials
  • Difficulty scheduling time to complete short and long-term assignments
  • Difficulty completing tests and in-class assignments without additional time
  • Difficulty following directions

• Interpersonal Skills

  • Impulsivity
  • Difficulty delaying resolution to a problem
  • Disorientation in time - misses class and appointments
  • Poor self-esteem

• Reading

  • Difficulty reading new words, particularly when sound/symbol relationships are inconsistent
  • Slow reading rate - takes longer to read a test and other in-class assignments
  • Poor comprehension and retention of material read
  • Difficulty interpreting charts, graphs, scientific symbols
  • Difficulty with complex syntax on objective tests

• Writing

  • Problems in organization and sequencing of ideas
  • Poor sentence structure
  • Incorrect grammar
  • Frequent and inconsistent spelling errors
  • Difficulty taking notes
  • Poor letter formation, capitalization, spacing and punctuation
  • Inadequate strategies for monitoring written work

• Oral Language

  • Difficulty concentrating in lectures, especially lectures of several hours
  • Poor vocabulary, difficulty with word retrieval
  • Problems with grammar

• Math

  • Difficulty with basic math operations
  • Difficulty with aligning problems, number reversals, confusion of symbols
  • Poor strategies for monitoring errors
  • Difficulty with reasoning
  • Difficulty reading and comprehending word problems
  • Difficulty with concepts of time and money

The student's perceptual problems may require a different presentation of learning material. For example, a visual learner will have difficulty learning from a lecture, which requires auditory skills. A note-taker or individual tutoring, both of which may be supplied by the DSS, may be required. On the other hand, a student who has difficulty with written symbols may need to use a reader or tape-recorder. A student whose ability to concentrate is hampered by auditory or visual distractions in the classroom, may require a secluded space to take tests or to do written work.

The student whose written work appears careless may not be able to communicate effectively in writing. Examples abound of scientists, mathematicians, and others who have poor reading and writing skills due to learning disabilities. Oral examinations and reports would provide more valid evaluations of what these students have learned. Or the student might use a typewriter or word-processor.

Although a learning disability cannot be "cured", its impact can be lessened through instructional intervention and compensatory strategies. Possible Modifications for Students with Learning Disabilities may be necessary. Some of these, as listed on the SMC student "Recommended Accommodations" form, might include:

• Alternative Assignment(s) [i.e. project, paper, demonstration, presentation, etc.]
• Books on tape
• Testing Accommodations
  • Test-proctoring by DSS
  • Extended time for tests.
  • Test to be read to the student.
  • Test to be dictated into tape recorder for transcription
  • Use of a word processor, language master and/or spell-check

Social skill problems
Due to inconsistent perceptual abilities, an adult with a learning disability may be unable to

• detect the difference between a joking wink and a disgusted glance
• notice the difference between sincere and sarcastic comments
• recognize other subtle changes in tone of voice.

These difficulties in interpreting nonverbal messages may cause problems in meeting people, working cooperatively with others, and making friends.

Lowered self-esteem
As a result of social difficulties and because they may have been inappropriately labeled as retarded or unmotivated students with learning disabilities may have low-esteem about their own worth. With new instructional methods, these students often gain confidence in their learning abilities.

Students who have suffered embarrassment in past learning situations may appear either shy or overly aggressive when faced with negative feedback. They may also be fearful of discovery by others. A helpful, understanding manner will help decrease these kinds of student fears. In time, as the student develops trust in an instructor, he or she will be more open to constructive criticism.

Acquired Brain Injury/ABI

More than one million people who incur head injuries each year are between the ages of 15 and 28 years of age. Many sustain injuries that leave them with hidden disabilities, decreased abilities not easily understood by others.

Brain injury can occur in two ways:

1. from external events, such as a head trauma resulting from a severe blow, or
2. from internal events, such as cerebral vascular accident, strokes or tumors.

ADD/ADHD
(Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder)

The generally accepted definition (as established in the DSM – IV) of Attention-Deficit/Hyperactivity Disorder, previously known as Attention Deficit Disorder (ADD), distinguishes between three types of attention disorders:

The type primarily characterized by inattention (difficulty sustaining attention to task.)

The type characterized by hyperactivity-impulsivity (excessive fidgeting or talking, difficulty refraining from saying whatever or doing whatever comes to mind) and

The "combined type" in which both inattention and hyperactivity-impulsivity are present

ADD/ADHD are neurobiological disabilities whose characteristics of inappropriate degrees of inattention, impulsivity and/or hyperactivity appear in early childhood. These disabilities are relatively chronic in nature and are not due to other physical, mental or emotional causes.

Diagnosis:

Diagnosis is made by a psychiatrist, a doctoral level clinical or educational psychologist or a combination thereof. (The SMC Learning Specialist Program and Disabled Student Services cannot make this diagnosis, but does give referrals to qualified practitioners)

The following five criteria must be met in order for a diagnosis to be made:

The person must display a persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequent and severe than his/her peers.

Some of these hyperactive or inattentive behaviors must have been present before age 7 years.

Some impairment due to the symptoms must be present in at least two settings. (for example: workplace and school)

There must be clear evidence of interference with developmentally appropriate social, academic or occupational functioning.

The "disturbance" is not better explained by another disorder, such as schizophrenia, depression, autism, chronic anxiety, etc.

COMMON CHARACTERISTICS OF AD/HD

Following are some typical characteristics of persons with AD/HD. This is only a partial list, and not meant to be diagnostic:

Often seems inattentive to details, makes frequent errors in school work

Has difficulty sustaining attention

May seem not to listen when spoken to directly

Difficulty with "following through"/ fails to complete tasks

Has trouble organizing tasks and activities

Avoids tasks requiring sustained mental effort

Loses things necessary for tasks

Is easily distracted by the environment

Frequently forgets appointments or other daily activities

Fidgets or squirms restlessly

Inability to engage in leisure activities quietly

Is always "on the go"

Talks excessively

Blurts out answers before questions are completed

Often interrupts or intrudes on others

As the public and professional awareness of AD/HD increases, the number of students who have been identified and treated for this disability is increasing. AD/HD often appears with other neuro-biological disabilities. Like other students with disabilities, those with AD/HD may have frequently been misunderstood. They often try to control their symptoms and appear as if they have no disability. To avoid being embarrassed, they try to keep up with everyone else. This can cause poor academic performance, low self-esteem, difficulty in relationships with peers, depression and/or anxiety, substance abuse, and procrastination.

New students have a great deal of anxiety regarding increased expectations at the post-secondary level. Some externalize this anxiety by expressing frustration and blaming problems on faculty or advisors. They often have difficulty with change, complex procedures and understanding rules.

Psychological Disabilities

The term "psychological disabilities" covers a wide range of conditions and may include (but not be limited to) chronic conditions such as severe personality disorders, psychoneuroses and psychoses.

People with severe psychological disabilities have some structural and biochemical characteristics in their brains that are different from those of people who are not mentally ill. Psychological disabilities are usually, although not always, a chronic condition. It is important for those around this person to realize that this type of disability is biological and not "a matter of choice." With appropriate treatment, the vast majority of psychological disorders are effectively cured or controlled. Treatment, which often combines medications and psychotherapy, can effectively stop acute symptoms in 80% of those living with schizophrenia, end the terror of phobic disorders, and halt the downward spiral in approximately 90% of those living with depressive disorders.

Problems related to providing educational support services to students with a history of mental illness are founded in the misconceptions and stigmas about the illness. Common myths about psychological disabilities often cause college faculty and staff to be reluctant to approach students realistically because of fears that the students are very fragile or could be violent. In reality, people with mental illness do not commit more violent crimes than the rest of the population. Although comparatively few students with psychological disabilities may react to stress by becoming agitated or even threatening, faculty who are aware of this kind of disability report that incidents of disruptive behavior by individual students can often be predicted, and, therefore, prevented.

Most students with psychological disabilities never draw attention to themselves by behaving disruptively. Few, because their symptoms are more persistent and/or cyclical, may experience periods in which "holding it together" becomes more difficult. Disciplinary issues should not be confused with mental health issues. All students, including students with psychological disabilities, have the responsibility to meet the college Code of Conduct by adapting behavior to the educational environment. If disruptive behaviors persistently occur or a student code of conduct is violated, the issue should not be defined as a health issue. It should be defined as a disciplinary issue, and a referral to the college disciplinarian should be made.

The Disabled Student Services staff may help students with psychological disabilities to identify and explain their functional classroom limitations, such as difficulty with oral presentations, or the need to accommodate side effects of medications (e.g. thirst, itching, agitation, frequent trips to the bathroom, etc.).

Providing services for students with psychological disabilities on campus is a relatively new phenomenon. However, based on existing knowledge and experiences, the following may be needed by students:

• Assistance with orientation/registration/financial aid forms
• Assistance in choosing classes and instructors
• Extended time for exams or a distraction-reduced exam environment.
• Notetakers, readers, tape recorders
• Modification in seating arrangements
• Beverages allowed in class to manage medication side effects
• Possible flexibility in the attendance requirements of a course in the case of hospitalization/crisis
• Incomplete or late withdrawals, rather than failures, in the event of prolonged illness-related absences or crises
• Time management and study skills assistance.