Some considerations:
Learning disability and attention deficit/hyperactivity disorder
are not disorders that a student "grows out of." It is
a permanent disorder that has a significant effect on learning but
is not an indicator of intelligence. LD and ADHD can often cause
inconsistent academic performance and may only require accommodation
in specific classes or they may have a global effect on academic
functioning.
Common accommodations for students with LD and ADHD include:
Instructional Strategies
The following strategies are suggested to enhance the accessibility
of course instruction, materials, and activities. They are general
strategies designed to support individualized reasonable accommodations.
- Instructions should be presented both in written and oral formats.
- Assist the student with finding an effective notetaker from
the class.
- Allow the student to tape-record lectures.
- Clearly define course requirements, the dates of exams, and
when assignments are due; provide advance notice of any changes.
- Provide handouts and visual aids.
- Use more than one way to demonstrate or explain information.
- Have copies of the course reading list ready two to three weeks
prior to the beginning of classes so taped textbooks can be ordered.
- Break information into small steps when teaching many new tasks
in one lesson (state objectives, review previous lesson, summarize
periodically).
- Allow time for clarification of directions and essential information.
- Provide study guides or review sheets for exams.
- Provide assistance with proofreading written work.
- Stress organization and ideas rather than mechanics when grading
in-class writing assignments.
- Allow the use of spell check and grammar-assistive devices.
- When in doubt about how to assist the student, ask him/her.
- Allow the student the same anonymity as other students (i.e.,
avoid pointing out the student or the alternative
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