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There are many people in the community with learning disabilities. Because these disabilities generally affect the ability to read and write, they often go unnoticed until children begin school. The impact of such disabilities, however, has lifelong consequences.

Many students with learning disabilities do receive appropriate programs in schools. However, others remain unrecognised, undiagnosed and unsupported; they are often viewed as unintelligent and disruptive. In view of their actual ability to learn, it is tragic that so many are frustrated and misunderstood while at school.

Other students with learning disabilities do go on to further study, develop their potential and have fulfilling lives.

What are learning disabilities?

Many high school students experience learning difficulties, but a small percentage of students have a learning disability (LD) - moderate to severe problems with reading, writing, spelling, reasoning and/or mathematics, despite average to above average intelligence. Such learning problems are not the result of sensory, physical or emotional problems, intellectual disability or a detrimental educational or personal history.

Indicators of LD

Research on adolescents and adults with LD indicates that they:

• May experience problems with oral expression, hand writing, personal organisation , spatial directions, sequencing, short-term memory, social skills, self-confidence.
• May be less flexible than other adolescents and so need more help in preparing for and coping with transitions.
• Often have minimal understanding of their learning disability, or of their learning strengths and weaknesses.
• May have difficulty utilising high school career guidance and transition programs because of the literacy demands of the programs.
• May lack the academic self-confidence to undertake tertiary study.

As well, these students often devise coping strategies which mask their learning disabilities. For example, behavioural and emotional problems may arise and thus create greater concern for parents and teachers than the underlying learning disability.

What can be done to help students with LD?

Student learning is frequently enhanced by:

• Learning from planned, hands-on experiences.
• TYeaching techniques that use visual, audiovisual, kinaesthetic and tactile aids in addition to the verbal approaches of listening, speaking, reading and writing.
• Providing models of high quality work.
• Teaching strategies to improve learning, memory and efficient study.
• Professional evaluation of reading, writing, spelling and mathematical understanding and skills, and development of a specific teaching plan to help students master the skills with which they are experiencing difficulties.
• Help in the development of independent learning skills and personal responsibility.
• Assistance in improving personal organisation.
• Focusing on the positive: recognising talents, achievements and improvements
• Helping students to understand what LD is
• Help in developing self-advocacy skills.
• Involving students as partners in educational decisions.

Students moving from high school to University

Compared to high school, success at university involves adjusting to:

• Larger classes
• Increased autonomy
• Less frequent individual contact with teaching staff
• Increased personal responsibility for own learning
• Greater literacy demands: more reading and writing, with higher standards of written expression expected
• The need for excellent personal organisation and strong motivation to cope with irregular lecture schedules and to balance study, work, social, family and sporting commitments
• The need for long-term planning to balance work in different subjects
• The need to allocate time for course reading, library research, assignment work, tutorial presentations, and examination study.

Recent research

A recent Brisbane study (Smith and van Kraayenoord, 1994) funded by Tertiary Initiatives for People with Disabilities and by the Graduate School of Education at The University of Queensland looked at the experiences and difficulties of 22 tertiary students with possible learning disabilities. Many people (including teachers and lecturers) may be surprised that there are students with learning disabilities attending universities.

However, with appropriate assessment and support, these students are studying successfully. At least three members of the group are known to have advanced to postgraduate work since the research study was completed.

What the tertiary students with LD reported

In the research study, the most frequently reported problems in tertiary education were:

• Large quantity of reading and writing required.
• Scanning, skimming and comprehension of tertiary level.
• Reading material
• Taking lecture notes: difficulty in listening, understanding, spelling and writing simultaneously
• Copying written and/or pictorial material
• Spelling in lecture notes, assignments and examinations
• Writing assignments: understanding the topic, reading and synthesising information, written expression, organisation, proofreading
• Studying for examinations: allocating time, organisation
• Sitting for examinations: completing answers in time, allocating time, sitting still, slowness and/or legibility of writing, spelling, processing information, written expression
• Organising time and work
• Library use: using computer catalogues, locating books (especially for those with sequencing problems)
• Attention difficulties
• Memory problems
• Poor handwriting
• Difficulty using wordprocessors.

Assessment and counselling should help students realise that, although some of their problems may arise from their disability, other problems are intrinsic to the challenges of tertiary study and are experienced by many other students without LD.

How secondary and tertiary teachers can assist students with LD

The following list includes those recommendations most relevant to working with high school and tertiary students with LD.

• During the high school years, assist students with LD to understand better their own learning processes and enable them to become more independent learners.
• Prepare students with LD for university by helping them to understand the demands of tertiary study, and to build long-term strategies to cope with it.
• Present teaching materials in ways which maximise learning for all students (e.g. more hands-on learning, greater use of visual and audiovisual materials). Audiotaping of lectures and tutorials should be permitted also.
• Minimise reading difficulties by allowing increased length of time for reading study material, and by providing videotaped and audiotaped material.
• Reduce problems with handwriting and spelling, and decrease the amount of work involved in producing successive drafts of assignments, by developing wordprocessing skills.
• Have study skills tutors provide help in the areas of note-taking, making plans and outlines, writing, and proofreading.
• Library staff may assist by providing intensive, individual training in learning to use the library efficiently.
• Vary examination conditions in negotiation with students by permitting time extensions, the use of reader-writer or wordprocessor, the alternative presentation of material, or alternative forms of answers.
• Provide emotional and social support for all students with learning disabilities.

It is further recommended that:

• Recognition of LD be based on recent assessment by a relevant professional (e.g. within the past two years). The report should cover the student's learning history and current problems, and make specific recommendations for the remediation and accommodation of difficulties.
• Universities and high schools provide professional development for academic staff to increase understanding of the difficulties of students with learning disabilities.
• In summary, the focus of support in secondary and tertiary settings should be on enabling students to understand their learning strengths and weaknesses, and to build skills to become autonomous learners. The development of long-term goals, persistence and motivation is essential to achieving success.

Transition assistance

The following assistance is currently available in Brisbane to help students with disabilities make the transition to tertiary education. Available programs may change from year to year.

Griffith University

Masterkey: A one-week program for at-risk new students, including those with a disability. Learning and study skills are taught, and group meetings and support continue throughout the first semester.

A one-day orientation program for incoming Griffith University students with disabilities. Contact the Disability Officer, telephone (07) 3875 7280.

Queensland University of Technology

Learning House: Programs are run throughout the year to assist students with university study. Sessions include assignment writing, study skills and examination preparation. Contact Elizabeth Wallis, telephone (07) 3864 3839.

Student Support Program (School of Social Science):

Social Science students at risk are offered a three-week program which includes all aspects of university study. Individual weekly support sessions continue throughout the year. Contact Waveney Croft, telephone (07) 3864 4537.

The University of Queensland

Leo Howard Vacation School: This five-day program for students entering Year 12 includes places for students with disabilities. It is designed to introduce students to university life, expand awareness of tertiary courses and assist students in making more informed career choices. Course fee applies. Contact Leanne Baxter, telephone (07) 3365 4752.

Transition to University:

A four-day course specifically for senior high school students with learning disabilities who are considering tertiary study. The course is designed to help them understand their learning strengths and weaknesses, develop independent study skills, and orient themselves towards tertiary education. Course fee applies. Contact Sali Smith, telephone (07) 3365 6520.

Tertiary Initiatives for People with Disabilities:

Three booklets, "Consider It" and "Plan For It" (helping students prepare for university study) and 'Strategies for Teaching University Students with Disabilities' are available for TIPD, telephone (07) 3864 4505 (inc.TTY), fax (07) 3864 4509.

Reference

Smith, S.S. and van Kraayenoord, C.E. (1994). Tertiary students with a learning disability. Brisbane: Schonell Special Education Research Centre, The University of Queensland. Copies are available from Tertiary Initiatives for People with Disabilities, Queensland University of Technology.