The U.S. Department of Education, Rehabilitation Services Administration, defines a learning disability as follows:

A specific learning disability is a disorder in one or more of the central nervous system processes involved in perceiving, understanding, and/or using concepts through verbal (spoken or written) language or nonverbal means. This disorder manifests itself with a deficit in one or more of the following areas: attention, reasoning, processing, memory, communication, reading, writing, spelling, calculation, coordination, social competence, and emotional maturity.

Each definition of specific learning disability concludes that individuals with this disability have:

• Average to superior intelligence;
• A chronic disorder of neurological origin which causes difficulty in receiving, processing, integrating, and/or expressing information;
• A severe discrepancy between achievement and intellectual capacity in one or more areas that did not primarily result from inadequate sensory acuity; environmental, economic or academic disadvantage; emotional disturbance; or mental retardation.

Often people assume that students with learning disabilities are unmotivated and less intelligent. Many question whether these students can succeed in college. Students with learning disabilities are not intellectually limited. They have the potential to succeed in higher education and are accepted based on the same qualifications as other students. In fact, students with learning disabilities attend the top academic institutions in our nation.

Some of the terms referring to disorders included under the umbrella term specific learning disabilities are: dyslexia (difficulty with reading), dysgraphia (difficulty with writing), and dyscalculia (difficulty with mathematics).

Adelman and Olufs (AHSSPPE, 1986) described some of the characteristic problems of college students with learning disabilities. Naturally, no student will have all of these problems.

Reading

• Difficulty reading new words, particularly when sound/symbol relationships are inconsistent
• Slow reading rate so that it takes longer to read a test and other in-class assignments
• Poor comprehension and retention of material read
• Difficulty interpreting charts, graphs, scientific symbols
• Difficulty with complex syntax on objective tests

Writing

• Problems in organization and sequencing of ideas
• Poor sentence structure
• Incorrect grammar
• Frequent and inconsistent spelling errors
• Difficulty taking notes and keeping pace with the lecture
• Poor letter formation, capitalization, spacing, and punctuation
• Inadequate strategies for monitoring written work

Oral Language

• Difficulty concentrating in lectures, especially two to three hour lectures
• Limited vocabulary, difficulty with word retrieval
• Problems with grammar
• Auditory discrimination deficits

Math

• Difficulty with basic math operations
• Difficulty with aligning problems, number reversals, confusion of symbols
• Poor strategies for monitoring errors
• Difficulty with reasoning
• Difficulty reading and comprehending word problems
• Difficulty with concepts of time and money
• Visual discrimination deficits

Additionally, an adult with learning disabilities may have social skill problems due to inconsistent perceptual abilities. He or she may be unable to detect the difference between a joking wink and a disgusted glance. The student may not notice the difference between sincere and sarcastic comments, or be able to recognize other subtle changes in tone of voice. These difficulties in interpreting nonverbal messages may result in lowered self-esteem for some adults with learning disabilities and may cause them to have trouble meeting people, working cooperatively with others, and maintaining friendships.

Although a learning disability cannot be "cured," its impact can be lessened through instructional intervention and compensatory strategies. Appropriate academic adjustments made for students with learning disabilities may include some of the following examples of strategies, depending upon documentation of individual need and the educational setting.

Accommodations

• Give priority registration.
• Textbooks and Printed Course Material
• Provide taped textbooks. Students who have textbooks on tape as an approved accommodation can often obtain them from Recordings for the Blind and the Dyslexic.
• If the textbook has a study guide or computer tutorial, suggest that the student use it.
• Double space all material.
• Provide handouts in high contrast form: black print on white or yellow paper.
• Make the syllabus available prior to the first day of class to allow students to begin their reading early.

Lectures

• Use multimedia presentations.
• Use notetaking modifications:
• A notetaker may be requested. This person should be a good student who takes complete notes.
• It is the student's responsibility to provide carbonless paper or photocopies for the notes.
• Provide copies of the instructor’s notes for those classes the student attends.
• Students are permitted to tape record lectures.
• Provide copies of transparencies.
• Read aloud material that is written on the chalkboard or that is given in handouts or transparencies.

Written Assignments

• When the object of the writing assignment is to demonstrate knowledge or opinions, allow alternative formats of equal difficulty such as taping, visual displays, oral presentation, etc.
• Allow the student to use a word processor in class.
• Minimize penalties for misspellings, incorrect punctuation and poor grammar unless the object of the assignment is to demonstrate written skills.
• Allow the student to use a dictionary and/or electronic spellchecker.
• Critique an early draft of the paper.
• Allow extended time for in-class writing assignments and/or permit student to utilize a computer lab for writing.

Math Assignments

• Allow use of a basic, four-function calculator in class.
• Examine the test for the types of errors. It may be appropriate to give partial credit for work shown even when the final answer is incorrect due to transposed numbers, etc.

Evaluation

• Allow tests to be taken in a quiet environment with minimal distractions.
• Allow the student to use a blank card or paper to assist as a reading guide.
• Allow extended time.
• Provide alternatives to computer-scored answer sheets (e.g., allow the student to mark the exam rather than a separate answer sheet.)
• Allow the student to respond orally to exam questions. Answers may be relayed directly to the instructor, tape recorder, or scribe.
• Give the student prompt, explicit written and oral feedback .
• Consider alternative test designs. Some students with learning disabilities may find multiple choice formats confusing. A student with a perceptual impairment will have trouble with tests requiring students to match different items.
• Consider alternative or supplementary assignments to evaluate students’ mastery of the course material. Taped interviews, slide presentations, photographic essays, or handmade models may lead to more accurate evaluations of mastery.