TUTORING A STUDENT WITH A LEARNING DISABILITY
Before determining what to work on, both you and the student must understand the
student’s specific strengths and areas for improvement. Your first few sessions
together should be spent discussing the student’s learning disability, how it may affect
them in school, and their techniques for compensating.
This is the time to build trust and connection, which can be accomplished by:
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Treating the student as an equal. The student may have a learning disability, but
they also possess knowledge and talent that you don’t have.
Listening to what is important to the student. What areas of learning do they
want to focus on?
Creating an atmosphere that permits the student to confide in you. It is important
to find a location away from peers and teachers, where students with learning
disabilities can feel comfortable tackling problems without fear of being
embarrassed.
When working with a student with a learning disability, it is important to ask what they
would like to work on, at each session. The student knows where help is needed.
Also consider the following factors:
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The nature and severity of the student’s learning disability.
The student’s concerns.
The course requirements.
Some students may just require assistance with papers and reading assigned to their
courses. Others also may want to work on supplementary materials. Let the student
guide the session.
Adapted from Adelmand & Olufs/AHEAD, 1992 and Tyler Junior College EXCEL Handbook, Geisel,
Hawkins, & Diamond, 1994
A Learning Disability is:
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A disorder which affects the manner in which individuals with normal or above
average intelligence take in, retain, and express information. It is commonly
recognized as a significant deficit in one of more of the following areas:
 Oral expression
 Listening comprehension
 Written expression/basic reading skills
 Reading comprehension
 Mathematical calculation
 Problem solving
Individuals with learning disabilities may also have difficulty with sustained
attention, time management, or social skills.
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Presumably due to central nervous system dysfunction.
Cross-cultural. It occurs regardless of racial or ethnic origin.
Often inconsistent. A learning disability may persist throughout life but the
problems manifested may change depending upon the learning demands and the
setting. It may cause problems in grade school, seem to disappear during high
school, and then resurface again in college. It may manifest itself in only one
academic area, such as math or foreign language, or impact an individual’s
performance across a variety of subject areas and disciplines.
FRUSTRATING! Because a learning disability is not visible, teachers, parents,
and peers often do not understand the challenges faced by individuals with
learning disabilities. Consequently, many adults with learning disabilities often
have to “prove” to others that their invisible disabilities are a handicap.
A Learning Disability is NOT:
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A form of mental retardation or an emotional disorder.
Primarily due to other handicapping conditions, environmental, or cultural
influences. It may occur concomitantly with other handicapping conditions but is
not the result of these conditions.
For more information on specific learning disabilities and working successfully with
students with learning disabilities see SSWD Learning Disabilities Handbook for
Students/Faculty: http://www.csus.edu/sswd/resources/hndbk/introduction.html
Adapted from Adelmand & Olufs/AHEAD, 1992 and Tyler Junior College EXCEL Handbook, Geisel,
Hawkins, & Diamond, 1994