Learning Disabilities:
An Introduction
Presented by Timothy S. Pure, Ed.M.
Learning Specialist
Rutgers-Camden Learning Center
What Is A Learning
Disability?
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A learning disability is a neurological
condition that interferes with a
person’s ability to store, process, or
produce information.
-Learning Disabilities Association of
America (www.ldanatl.org)
What Is A Learning
Disability?
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A learning disability is not the result of
other disorders such as mental
retardation, autism, hearing or vision
impairments, or from the effects of
environmental, cultural, or economic
disadvantage.
Myth #1
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Myth: “Learning disabilities don’t really
exist.”
The Fact: Interdisciplinary research
has proven the existence of LD.
Furthermore, LD is a Federallyrecognized and protected disability.
Reading and the Brain
Reading and the Brain
Myth #2
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Myth: Learning Disabilities Can Be
Fixed or Cured.
The Truth: A learning disability is a
life-long condition. However, with
appropriate accommodations and
supports, a person with LD can be be
successful in employment, family life,
and the community.
Famous People With LD
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Robin Williams, Actor/Comedian
Whoopi Goldberg, Actor/Comedian
Keira Knightley, Actor
Edward James Olmos, Actor
Orlando Bloom, Actor
Richard Branson, Founder, Virgin Group
John T. Chambers, CEO, Cisco Systems
Muhammad Ali, Boxer
Jewel, Singer/Actress
Ted Turner, President, Turner
Broadcasting Sytem
Charles Schwab, Investor
Erin Brokovich, Activist
Scott Adams, Cartoonist, Dilbert
David Boies, Attorney
Jay Leno, TV Personality
Myth 3
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Myth: People with LD are not as smart
as “normal” people.
Fact 1: By definition, students with LD
must be of normal or above-normal
intelligence.
Fact 2: People with dyslexia are often
better “big-picture” thinkers than nondisabled peers (Shaywitz, 2003).
Just a thought...
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“I couldn’t read. I just scraped by.”
 Charles R. Schwab
– BA, MBA, Stanford University
– Net worth: $4.6 Billion
Ableism
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“[Ableism is] a pervasive system of discrimination
and exclusion that oppresses people who have
mental, emotional, and physical disabilities...
Deeply rooted beliefs about health, productivity,
beauty, and the value of human life, perpetuated by
the public and private media, combine to create an
environment that is often hostile to those whose
physical, mental, cognitive, and sensory abilities...
fall out of the scope of what is currently defined as
socially acceptable.”
– Rauscher & McClintock, 1996
Some Facts to Consider...
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Of all students with disabilities in postsecondary education, 52.3% report that
they consider themselves not to have a
disability.
7.3% have a disability and have not
informed the school.
The number of students with LD attending
four year college is significantly lower than
their non-disabled peers.
–
National Longitudinal Transition Study 2
Dyslexia/Reading
Disability
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Dyslexia has two factors:
– 1. Deficit in Phonemic Awareness (ability
to match sounds to letters)
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One test: “Say spider without the der.”
– Answer: “spy”
– Common mistake: “Spier”
Dyslexia/Reading
Disability
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Dyslexia has two factors:
– 2. Deficit in rapid naming.
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“I’m a fluent reader. It just takes me a long
time to read.”
Reading Disability in
Young Adults
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Slow, labored reading
“Automaticity” is never achieved
Phonological weakness never goes away
Poor handwriting
Very poor spelling
Strong secondary test anxiety
Difficulty perceiving the details in words
Time as a critical factor in performance
Comprehension superior to rote memory
Grasps the main idea better than the details
Superior learning capability along with deficient reading skills
– S. Shaywitz, 2005
Suggestions for Reading
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Encourage students to take extra time for reading
assignments
Encourage the students to learn to read
strategically
Encourage the use of books on tape or CD.
Do not “cold call” students to read aloud.
Avoid multiple choice tests; instead, design tests
based on short essays.
Say out-loud everything you write down.
Multiple Means of Representation: Use as many
formats to present material as possible.
The Problem of
PowerPoint
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Although bullet points make it easy for us to create slides, they don’t
always make it easy for audiences to understand what we want to
say. Growing numbers of people are expressing a sense of frustration
with the conventional bullet points approach, and they’re expressing
themselves in a wide range of forums including discussion groups,
surveys, books, essays, articles, and blog postings. What they’re
saying, basically, is that slides filled with bullet points create
obstacles between presenters and audiences. You might want to be
natural and relaxed when you present, but people say that bullet
points make the atmosphere formal and stiff. You might aim to be
clear and concise, but people often walk away from the
presentations feeling confused and unclear. And you might intend to
display the best of your critical thinking on a screen, but people say
that bullet points “dumb down” the important discourse that needs
to happen for our society to function well.
-Cliff Atkinson
The Problem of
PowerPoint
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When using PowerPoint, do NOT use
large blocks of text.
If you must put a large block of text
on the screen, read it aloud as well.
Suggestions for
Strategies for Writing
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When designing writing assignments,
encourage the use of graphic organizers
Use outlining techniques to aid the student
in structuring his or her writing.
Encourage the students to record the essay
first, then produce the hard copy.
Encourage the use of word processing
programs for ALL stages of writing.
Math Disabilities
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The student:
– knows the material but tests poorly.
– makes “careless” mistakes.
– can’t keep up in class with basic skills
items.
– mixes up the order of operations (FOIL
becomes FLOI).
Math Disabilities
Strategies
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Focus on “proofing” answers.
Explain math note-taking techniques.
Provide lots of practice.
Explain the “why” behind operations. Have the
tutee then explain it back to you in their own
words.
Say out-loud everything you write down.
Present information in as many formats as possible.
Make a study sheet for the student to keep on-hand
during homework.
Metacognitive Difficulties
and LD
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The student:
– does not seem to know how to study.
– displays memory skill deficits.
– approaches papers and projects without a
plan and is reluctant to begin.
– overlooks multiple steps in projects and
papers.
– displays poor organizational skills.
Metacognitive Issues and
LD
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Suggestions:
– Create a “to do” list with students for
projects. Offer follow-up appointments to
check the progress and assist.
– Create study guides with students instead
of just general review.
– Create plans for studying and projects.
– Demonstrate the use of student
organizers and assignment planners.
Other Suggestions:
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Use “concrete” language.
Give the students time to think... try
not to interrupt.
Give students time to search for “lost
words.” Try not to fill in the blanks.
The Model of ADD/ADHD
ADD/ADHD
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Some possible indicators:
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lack of sustained attention
drifting in and out of listening when spoken to directly
test anxiety
procrastination
easily distracted
often forgetful
loses things easily
chronic tardiness or poor attendance
disorganization
difficulty with organization
fidgets excessively
ADD/ADHD Strategies
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Give clear, concise directions.
Break long assignments into shorter parts, offering
more frequent feedback.
Allow students to take a short break.
Remind students to check their work, especially if it
appears rushed or sloppy.
Vary instructional methods (i.e., don’t keep doing
the same thing!)
If the student seems unfocused, gently try to direct
him or her back to the task.
– “I noticed you don’t seem with me right now. Do you want
to take a thirty-second break?”
Remember...
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No two students are exactly alike.
Strategies that work for one student
may not work for another.
– Get to know each student. A student with
a learning disability can be their own best
expert!
What To Do...
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If you think a student has a disability,
or if a student discloses they have a
disability and do not know who to talk
to at Rutgers-Camden...
...Refer them to the Learning Specialist.
Referring Students
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If you encounter a student who you
believe may have a disability, avoid
saying things like:
– “I think you need professional help.”
– “This sounds too serious for me to
handle.”
Referring Students
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When you are working with a student
who you believe has a disability, be
supportive.
– “You seem very frustrated by this. Would
you like to talk to the Learning Specialist?
He has some strategies that might help
you.”
– Find your own voice. Be understanding.
Disability Support
Infrastructure
Rutgers-Camden Support Staff
Dean Nathan Levinson,
Coordinator of Disability
Support Services
- Collects & prepares
documentation
- Student
Accommodations
Timothy S. Pure,
Learning Specialist, RCLC
Office of Disability
Support Services, New
Brunswick Committee
- Academic Support
- Learning Assessment &
Referral
- Review of diagnostic
materials
- Experts in LD/ADD
field
One Final Thought...
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“It’s up to the student to learn. It’s up
to the teacher to make learning
possible.”
– Charles Babb, 1997
...And One More...
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“Disability is a natural form of human
diversity that is neither pitiable nor heroic...
disability is only tragic when the needs of
disabled people are not met.”
– Thomas Hehir, Phd
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Professor, Harvard University
Director, U.S. Department of Education, Office of
Special Education Programs, 1993-1999
Resources...
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The Learning Center Can Help...
– Timothy S. Pure, Learning Specialist
856-225-2717 (Phone)
 tpure@camden.rutgers.edu
 Office Hours: 8:30-5:00, Monday – Friday
 Armitage Hall, Room 231
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Further Readings...
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Shapiro, J. (1993). “No Pity.” Three
Rivers Press, NY.
Shaywitz, S. (2005). “Overcoming
Dyslexia.” Alfred A. Knopf, NY.