UAC

What are Learning Disabilities?

    Learning disabilities are disorders in one or more of the central nervous system processes involving perceiving, understanding, and/or using concepts through verbal (spoken or written language) or nonverbal means.

    These disorders are manifested with difficulties in one or more of the following areas:   attention, memory, information processing (speed, auditory, and/or visual), reading skills, reading comprehension, writing skills, written expression, math skills, and math reasoning. In order to be classified as a specific learning disability the disorder must result in a substantial impairment to employment and/or education.

    Learning disabilities are NOT manifestations of mental retardation or emotional disorders , and are NOT the results of cultural or ethnic differences. Many difficulties experienced by students with learning disabilities also are experienced by other students who may be under-prepared or who have a different language background. However, difficulties experienced by such students are not the result of processing deficits and, hence, are not considered learning disabilities.

How is eligibility for services determined?

    All accommodations offered by University Accessibility Center (UAC) are available on an individual, case-by-case basis.

    Students with disabilities are not given special preference for admissions to BYU.

    Students who have been admitted to BYU need to register with the UAC office. This includes providing documentation that demonstrates the presence of a learning disability.

    A learning disability is present if three conditions are met:

     · A student demonstrates under-achievement in spite of having at least average potential.

     · There is no evidence of the problem being caused by another disabling condition or by cultural or environmental differences.

     · Testing reveals one or more significant deficits in psychological processing.

    Documentation may come from a physician or from previous evaluation. If the student does not have this documentation, or if the documentation is insufficient, UAC will perform a learning disability assessment for a small fee ($27) for full-time BYU students.

    Based on that assessment, accommodations will be offered as deemed reasonable and appropriate. In addition, a learning profile will be developed which will assist in identifying the student's strengths and weaknesses and will help provide the student with greater insight into his or her learning process and style.

    The types of academic support and accommodations for classes are determined by the following questions:

    · Can the student with a disability meet all the essential program/course requirements given reasonable accommodations? (Reasonable accommodations to be determined by interaction and consultation between the student, the faculty member, and the service provider.)

    · Will the proposed accommodation(s) alter the integrity of the curriculum or pose any risk to personal or public safety?

    · Do the proposed accommodation(s) pose an undue financial or administrative burden to the institution?

    · What program elements are negotiable, and which ones clearly are not?

    The UAC office (422-2767) is always willing to answer questions regarding reasonable and appropriate accommodations.

If further testing is required, what will it involve, how long will it take, and what will the student learn from it?

     The testing process here at BYU is quite extensive. It usually involves meeting with a counselor several times and performing numerous, diverse activities. The entire assessment usually takes between six to ten hours. Obviously this is not completed all at once. Most people find that two-hour sessions are best. This may seem like a lot of time to spend, but it is actually a wonderful service. In the real world a similar assessment would cost several hundred dollars.

    The results of the testing provide evidence of learning disabilities and ADD. They also help the student understand where his or her strengths and weaknesses are by comparing ability levels in various aspects of learning (e.g., reading, math, writing, memory, processing, reasoning, concentration).

What can the UAC do?

• Help each student with a disability gain greater understanding of his/her strengths and weaknesses in relation to the academic BYU experience.
• Assist in teaching each student self-advocacy skills so that those involved with the educational process can gain a better understanding of the personal academic potential and needs of each student.
• Help each student receive appropriate academic accommodations based on his/her academic strengths and weaknesses. Academic accommodations may include some of the following:
• Extended time for exams
• Priority registration
• Distraction-free room for exams
• Reduced course load
• Non-scantron exams
• In-class note takers
• Computer-assisted or oral exams
• Copies of class overheads/outlines
• Alternative modes of evaluation
• Books on tape/scanned books
• Staggered exams and/or exam breaks
• Audiotape lectures
• Computer assistance for class assignments

What can teachers do?

• Teachers can modify specific course procedures when appropriate.
• Teachers can offer reasonable and appropriate alternative methods of demonstrating mastery of course content. Appropriate exam accommodations are not to give the student with a disability unfair advantage over other students but may allow the student with a disability to have an equal opportunity to express what he/she has learned.
• Teachers ought to provide a syllabus giving a clear and detailed explanation of expectations, topics, and procedures for each class session.
• Teachers can structure each class session with a review of previous material, an outline of current material, and a class summary of important points at the end of each class period.
• Teachers could emphasize new or technical vocabulary and present material on an overhead projector and/or in a handout.
• Teachers should provide ample opportunity for questions, clarifications, and review sessions.
• Teachers can offer study questions that indicate the relative importance of content as well as the format of possible test questions.
• Teachers should advise students of textbooks/readings to be used during the next semester as soon as possible . Some students qualify for textbooks on tape, which requires sufficient time for the UAC office to complete the recording of these books before the semester begin

What can the students do?

• A healthy attitude toward one's learning disability as well as toward the effort that will be required to obtain a college education is crucial for academic as well as personal development. Such adjustment and personal growth often go hand in hand with academic achievement. As students learn to improve weak areas or adjust study techniques, capitalizing on how they learn best, they also begin to view using these new and more effective skills as an opportunity for personal growth and strengthening oneself.
• Eventually the student comes to see that making adjustments is an ongoing process which is best approached one step at a time. With appropriate academic and psychological support, students can create the opportunity for new growth and development of inner strength, not just for academic accomplishment, but also for increased satisfaction in all life situations.
• As students with learning disabilities begin to gain greater understanding and acceptance of their specific weaknesses, they can begin to use their strengths more effectively in achieving their academic potential. With the help of a learning specialist, these students can learn new study and learning skills, improve basic skills such as reading, spelling, and/or writing, and develop individualized strategies and/or materials which most effectively allow the student to improve those skills.
• The keystone of the program is to arrive at learning techniques most effective for an individual student. Each student with a learning disability will need to find techniques or strategies that are best suited to individual strengths and weaknesses