THE COLLEGE STUDENT WITH LEARNING DISABILITIES:

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THE COLLEGE STUDENT WITH LEARNING DISABILITIES

• Shoveling Off the Ramp
• Richard D. Lavoie, M.A., M.Ed.
• Visiting Professor, Harvard University

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PARADIGM SHIFT

• IS versus HAS

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Adolescence is the most challenging period in
the life span of a person with special needs
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The adolescent enters his high school years with

• Negative reputation
• Family alienation
• Poor decision making skills
• Low self concept

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• Emotional/social immaturity
• Poor executive strategizing
• Inner rage
• Poor peer support

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• Impulsivity
• Poor judgement
• Learned Helplessness

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The adolescent brings these weaknesses to the
high school which assumes

• Basic academic skills are intact
• Independence
• Creative, curious learner
• Appropriate social skills

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• Multiple teachers, formats
• Long term assignments
• Content acquisition versus Skill acquisition

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COLLISION COURSE WITH THE CURRICULUM
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• SPECIALIST versus GENERALIST
• DIFFERENT BAD
• RECOGNITION OF PERMANENCE

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THE PERVASIVE and GENERIC NATURE OF LEARNING
DISABILITIES
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ANXIETY Depressed people worry about the PAST
Anxious people worry about the FUTURE
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SOCIAL SKILLS
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The presence of these students in our classrooms
can be an agent of significant change and
improvement in our pedagogy.
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UNIVERSAL DESIGN
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• ACCOMODATIONS different ways to receive
  information and express knowledge.does not lower
  expectations or standards.
• MODIFICATIONS change in delivery, content or
  instruction.decrease in standards or
  expectations.
• Rate, volume ,complexity, format, tools

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Principle 1 EQUITABLE USE

• Useful and accessible to all
• Identical whenever possible equivalent when not

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Principle 2FLEXIBILITY IN USE

• Accommodate wide range of individual abilities
• Provide choices

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Principle 3SIMPLE and INTUITIVE

• Structured, predictable learning environment
• Eliminate unnecessary complexity

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Principle 4PERCEPTIBLE INFORMATION

• Information and instruction are offered in a
  variety of formats

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Principle 5TOLERANCE FOR ERROR

• Anticipates variation in individual students
  learning pace and prerequisite knowledge and
  skills.

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Principle 6MINIMIZE PHYSICAL EFFORT

• Minimize nonessential physical effort in order to
  allow maximum attention to learning.

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Principle 7APPROPRIATE SIZE AND SPACE USAGE

• Consideration of classroom working conditions

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Principle 8A COMMUNITY OF LEARNERS

• Promote positive interaction and communication
  among all classroom constituencies.

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Principle 9INSTRUCTIONAL CLIMATE

• Classroom is welcoming and inclusive with an
  emphasis on cooperation and fairness