What is a Learning Disability? Purpose of the Developmental Skills Program Eligibility Assessment Program Planning Instruction Support Services Suggestions for College Students with LD Courses For more information: Lynne Douglas (650) 738-4125

WHAT ARE LEARNING DISABILITIES?

Learning Disabilities is a term used to identify academic learning difficulties of neurological origin that occur in individuals of average to above average intelligence. Deficits in the processing of auditory, visual and/or kinesthetic information - including memory and organizational abilities, effect the ways in which information is received, integrated and expressed. Most commonly affected are listening, reading (decoding and comprehension skills), spelling, written language and math.

Learning disabilities are developmental in nature and persist over the life span although the ways in which they manifest may change over the years. Some days may be more problematic than others. Problems may be most observable in grade school, seem to disappear in high school and resurface again in college. Difficulties may be manifest in one specific area, such as math or foreign language, or in multiple verbal language-based areas.

In almost all aspects, persons with learning disabilities are like their average peers. The critical difference is that biologically, they learn differently. The term "Learning Disabilities" is important in identifying neurological origin and in protecting legal rights; however, many individuals and professionals prefer the term "learning differences" as more reflective of actual experience and for taking a more proactive approach to learning. When the unique ways in which individuals take in, understand and express information can be accommodated through specific strategies, auxiliary aides and assistive technology, students with learning differences can and do prove themselves to be effective and successful learners.

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PURPOSE OF THE DIFFERENTIAL SKILLS PROGRAM

The purpose of the Differential Skills Program is to ensure equal access to education by providing appropriate accommodations, auxiliary aides and services to eligible students upon request.

ELIGIBILITY ASSESSMENT

Students with learning disabilities/differences must provide documentation of disability and need for services. Eligibility for services will be evaluated according to the criteria for determining learning disabilities approved by the Chancellor’s office for the California Community College system. Skyline students taking DSKL 811: Differential Learning Skills Assessment, complete 8 hours of group and/or individualized testing based on the above criteria within a four week time frame. Areas assessed include cognitive ability, academic performance and information processing. Criteria addressed include presence of significant discrepancies between ability and achievement and within or between the major modalities for learning.

PROGRAM PLANNING

Learning Specialists and Counseling staff are available to assist students with a variety of support services related to program planning including identification of educational goals, career planning, course selection, course load, priority registration, and transfer services.

INSTRUCTION

For many students in the DSKL program learning to use assistive technology related to reading, writing and study skills is strongly recommended. Eligible students may take classes taught by the Assistive Technology Specialist in which they are taught to use appropriate technology and encouraged to use it on a daily basis. The Alternate Media Specialist assists students in reformatting classroom texts and materials as needed.

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SUGGESTIONS FOR STUDENTS

1. If you think your learning difficulties may be due to learning disabilities, contact the Differential Learning Skills program at (650) 738-4125.

2. If you will be requesting to use accommodations, make 15 minute appointments with each of your instructors at the beginning of the semester to introduce yourself and discuss your learning needs.

3. Carefully plan your course load to balance course demands with what you know about your learning profile (how much reading?, how much writing?, taking a math class? etc.) and to allow for extra study time.

4. Consider taking a section of Counseling 100 to enhance your understanding of how college works and tips on study strategies.

5. Develop study skills by taking advantage of free workshops offered through The Learning Center.

6. Take advantage of tutoring offered through The Learning Center and ask about their STARRS/TRIO program for extended services.

7. Estimate how long a given class assignment will take and generally add an extra hour to the typical college formula of two hours study for every hour in class. Build in study breaks as several shorter, concentrated study periods are more productive than extended ones.

8. Sit toward the front of the classroom to maximize eye-contact and reduce distractions.

9. If you will be using a tape recorder to back up your notes, use one with a counter that can be set to all zeros at the start. Whenever you miss something in your notes or know you will want to hear something said again, leave a break in your notes and write down the number the counter is one in the margin. After class, you can back up to the specific areas of the tape you want to listen to. Complete your notes as soon after class as possible.

10. Make notes of any questions you might have so that they can be answered in the next class or before the next exam.

11. Keep only one calendar/assignment book with all relevant dates for assignments due and appointments.

12. Use three-hole notebooks so that everything can be clipped together and found when needed. Punch holes in all your handouts, returned assignments, etc. or file in pocket dividers clipped into your binder. Include a visual grid of your daily schedule showing when your classes occur throughout the week and which times you are free for study or to make appointments.

13. Set realistic goals and priorities for course work. Balance study time with free time and allow ample time for sleep.

14. Remember that research documents that things like eating breakfast, getting daily exercise, a good night’s sleep, and attending class regularly all correlate with getting better grades!