Learning Challenged

Right Now

  1. Make note of the student's behaviors in relation to your class that you believe are impacting/may impact the student's or others' learning. THESE are the focus of your interactions with the student, NOT any suspected disability. Examples  – delays completing particular types of work in class but not others such as ease with discussion but difficulty with calculations or reading, written work and/or test scores not consistent with other indicators of knowledge like class discussion, high effort but low grades, avoidance of specific types of assignments, expressing a self-image of being "stupid," challenges with memory or focus, extremely high test anxiety. 
  2. Speak with the student in a confidential environment. Keep in mind that some experts estimate that as many as one in every three to four students may have an UNDIAGNOSED learning disability. Also, students who have been diagnosed previously may have experienced significant stigma, and may therefore be reluctant to disclose to anyone, including DSPS.
  3. DO NOT ask the student if s/he has a disability. Why? See Rights and Responsibilities. 
  4. Ask the student what challenges s/he is experiencing in the class and what strategies s/he has used successfully in the past, and use these to inform your instructional practice.
  5. Also discuss any concerns you have that the student has not already raised, based on your observations and your knowledge of your upcoming assignments and curriculum. Then strategize with the student how to address these. You may wish to refer to the Teaching Strategies pages for ideas.
  6. If the student discloses that s/he has a disability, thank him/her for sharing that information with you and note the specific diagnosis. Later, you may wish to research specific information about that disability using links at the Further Resources for Teachers page. Treat any disclosure as confidential.
  7. If the student has an accommodation plan from DSPS, review and discuss the plan with the student. REMINDER – the plan is based on documentation, including any relevant psychometric assessments and medical records, reviewed by DSPS. You are legally obligated to honor the accommodations in the plan. If you believe that the accommodations fundamentally alter the nature of the course or activity, you have the right to contest them, but you should contact DSPS to discuss this, NOT the student.
  8. If the student does NOT have an accommodation plan: REMINDER - providing a student accommodations that are not offered to ALL students in the class may be considered preferential treatment if the student has not followed due process with the DSPS office to be evaluated for eligibility. See Rights and Responsibilities.
  9. While you can't directly refer a student to the DSPS office or inquire whether the student currently works with DSPS, you CAN recommend a RANGE of campus services to the student. Discuss student support services on campus including tutoring at CAS, workshops at CAS, the DSPS office, Counseling, and other services as appropriate, and offer to refer the student as s/he wishes, using Early Alert.

Next Steps

  1. URGENT: Check your instructional materials for ADA, 504, and 508 compliance using this Checklist and begin retrofitting your materials to meet these federal requirements. Many of these changes will also benefit your other students, as well. If your student uses assistive technologies such as screen readers or other software, prioritize making your electronic documents accessible so that they will be compatible with those technologies.
  2. Allow increased flexibility in how you assess knowledge: Give ALL students in your class choices from a pre-determined menu acceptable for you. For example, you could allow students to choose among writing a paper, taking a test, or giving a class presentation to demonstrate their mastery of a concept or textbook chapter's content.
  3. Review the Teaching Strategies page for ideas that seem to be most relevant to your student's situation.
  4. Ask colleagues for strategies they have used successfully when dealing with similar challenges, but be careful to maintain the student's confidentiality.
  5. Contact the DSPS office to request any resources they may have available to support your working with a student with the challenges you are observing. They may have media or print materials specific to your concerns, or they may be able to refer you to a campus colleague who has had success working with similar students.
  6. If you develop concerns regarding the safety of your student, your class, and/or yourself, contact your department chair, your dean or director, or the Vice President for Student Services for guidance.

For Future

To expand your knowledge base for working with students with disabilities:

  1. Review the Teaching Strategies page for specific strategies.
  2. Explore the Further Resources for Teachers page for links to additional guides, information, and materials to build your skills.
  3. Mine the Disability Awareness page for books, films, online video clips, and other materials to provide context to work effectively with these students.

 

Material provided for information purposes only. For legal advice, consult a legal professional.