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Strategies for Supporting Students with Learning Disabilities

How can faculty support students with learning disabilities? How can we foster understanding and compassion for students with accommodations? This post details a number of strategies and student perspectives that keep in mind both students’ wellbeing while balancing the needs between students and instructors.

Book lying open on a wooden table

On February 23rd students at Boise State engaged in a panel with staff and faculty in order to express challenges they have faced at Boise State with either receiving accommodations, not having their accommodations met, or challenges related to having a learning disability. This panel was aimed at providing insight and strategies for professors to implement in their classrooms, allowing for students to feel respected and valued. Based on the discussions in the panel as well as some prior research by facilitators, the following strategies and perspectives may be beneficial for instructors to utilize in their classrooms to accommodate those with learning disabilities:

 

Before the semester starts:

  • Build space into the first few weeks of class for students to adjust to the course expectations.
  • Compile assignments in a variety of formats so students can complete them in a way that supports their learning (e.g., giving students the option of a verbal presentation or a paper);
  • Have the due date function enabled in Canvas and clearly outline due dates in the syllabus for students needing written information.
  • Include resources on the syllabus for the Educational Access Center (EAC) and Health Services so that students know where they can obtain help.

Early in the semester:

  • Send a Google Form within the first week of class to get to know students and provide a safe space to disclose a disability.
  • If a student shares that they have a learning disability, assume they are being truthful. Many of the panelists shared that they sometimes feel like they have to “prove” the validity of their disability, as well as that the challenges they are facing are real, especially students who have been recently diagnosed or may not have received all the paperwork required to qualify for accommodations.
  • When you receive a notification from the EAC regarding a student with accommodations, reach out to that student to discuss the best way to meet their needs using a similar template:
    • Dear [Student Name],

I just received a notification from the EAC that you are requesting accommodations. I have read over your accommodations and would like to set up a meeting with you, or continue dialogue via email, in order to discuss how I can best set you up for success in my course. In addition, feel free to reach out to me throughout the semester if your accommodations needs change or if you feel that I can offer help in another way.

During the semester:

  • Students, particularly those with learning disabilities, may experience difficult or untimely life circumstances that affect their performance. If a student seems to be falling behind, work with the student to create a contingency plan so students have a clear path to get caught up.
  • Record your lectures and post presentations so that students are able to actively engage in the class, while also able to take notes later.
  • Use captions in videos and on Zoom sessions.
  • Vary feedback you provide to students; Canvas allows you to offer both written and verbal feedback using the SpeedGrader.

Overall, panelists agreed that there needs to be education on campus resources for both students and instructors and that there is some challenge in finding a balance for accommodations. Nevertheless, it is important to create a supportive environment for students with learning disabilities. For more information on campus resources, and to learn more about supporting students with learning disabilities, please check out the resources provided here.

Campus Resources:

Additional Resources:

 

Written By:

Alyssa Schoenfeld