Learning diversity

Recognizing learning differences is essential

Learning disabilities are more common at the University than many students believe. The inability to concentrate, the pervasiveness of distractions or memorization hardships are various common symptoms of learning disabilities and differences.

One of the most prevalent learning differences, Attention Deficit Hyperactive Disorder, affects 3 to 5 percent of school-age children according to the National Institute of Mental Health. Because this condition does not disappear as students approach college, the University is making worthwhile attempts to address the needs of students with ADHD and other learning differences. The community as a whole should recognize these differences and be sensitive to the needs of individuals affected by them.

The critical initial step in dealing with learning disabilities is to acknowledge their existence. If an individual experiences extreme problems paying attention or performing difficult tasks testing may be able to diagnose a problem.

The University provides on-site testing to try to determine an individual's setbacks as well as her strengths. Diagnosing the problem helps an individual to formulate a personalized plan of action. There are no "cures" for learning disabilities, but students who recognize their own learning style and effectively address it can overcome any educational problems they may have.

After diagnosis, the University can be a resource in assisting students dealing with a learning difference. Certain students may benefit from specialized testing situations, as lecture room tests are full of distractions. Additionally, students may want to schedule as many seminar classes as possible to take advantage of smaller settings. In certain situations, extended time for testing can be beneficial. It is the student's responsibility to contact UHS and develop a plan to achieve their educational objectives. Students need to shed any stigmas they may have about learning differences and not be afraid to embrace change.

Once students take the initiative to get tests and formulate a plan of action, their instructors should be open to different learning possibilities. It is not the case that students with learning differences require special remedial treatment since they often exhibit strengths in many areas that compensate for their weaknesses in other areas.

Professors and students must realize that, while most students admitted to the University are "good" students, this does not mean everyone excels in the same learning situations. Similarly, peers need to be open to working with different types of students and realizing there is no such thing as a "learning norm."

The services available at the University provide a good basis for testing and dealing with these incurable conditions. Doctors, parents, psychologists and teachers are all valuable resources to discover the way students learn best. Additionally, the community should recognize these differences do exist and be sensitive to the needs of affected individuals. It is important to create and stick to the strongest possible agenda for minimizing a student's weaknesses while simultaneously embracing their strengths.

11-05-99