The whole concept of Learning Disability (LD) is controversial. Some university faculty believe that such problems are nothing more than excuses for poor performance and lack of diligence. However, the consensus is that Learning Disabilities are neurological, and thus physical, in origin, and that they have real consequences.
Various types of speech, language and skills disorders have been identified, but as a writing tutor, it is not your role to learn to diagnose and label different types of disabilities. Instead, it is your job to find out what works and what doesn't work with a particular student.
Perhaps the most well-known Learning Disability is "dyslexia," defined as a condition in which "a significant discrepancy exists between intellectual ability and reading performance without an apparent physical, emotional, or cultural cause" (Harrie and Weller 1996). According to Gently Ang in our DRC, dyslexia "is a language processing disorder associated with early delays in speech, reading, and writing. There is no 'cure' for dyslexia, and adults continue to sustain delays in the way their brains encode and decode letters, numbers, and words." However, the term "dyslexia" has been loosely applied to any unexplained reading problem, and is of little use in diagnosing or helping a student.
How do you know if you are working with an LD student? According to the Learning Disabilities Association of America (LDAA, 2006), the most frequently displayed symptoms are:
Also according to LDAA, adults with learning disabilities usually exhibit the following academic problems:
Reading: The learner shows marked difficulty in oral and silent reading.
Expressive Language: (Writing, Spelling, including Handwriting Skills)
Anyone might have problems with one or two of these things, and no student is likely to suffer from all. In fact, it is often the case that a serious problem in one area is balanced by a strength in another. LD students are often very bright, and very capable in areas not affected by the disability. However, if you encounter a student who has serious problems with a number of these areas, that student may have a learning disability.
Some students are very familiar with their problems, have been thoroughly tested, and are registered with the Disability Resource Center (DRC). These students have certain rights to "reasonable accommodations" such as extra time on tests and in some cases, the services of an editor or proofreader. A student may tell you up front that he or she has a learning disability. Other students, however, may choose not to tell you, or may not in fact know if they do in fact have a disability. Under no circumstances should you ask someone if he or she has a learning disability. If a student asks you if you think he or she has a learning problem, you can tell the student that the DRC provides a referral process to help students obtain appropriate evaluations and receive financial aid when possible.
The most important concern, however, in your role as a writing center tutor, is to try to help the student. The student can learn or he or she would not be in the university. What is usually clear by the time you are thinking about Learning Disabilities, however, is that the student does not learn or process information in the same way as most other students. This means that you need to try alternative methods and channels. Tutors, because they teach one-on-one, are in an ideal position to do this.
A multimedia computer can be an important tool in this regard, because it has the power to transform text into speech, speech into text, and to support textual information with graphics and video clips. Information can be presented in multiple forms, and the LD student can attend to the channel that works best for that individual. Tutors working without computers can also help by reading text aloud, and by drawing diagrams and other visual aids. Think creatively. Try different modes with the student until you find something that works.
Even students who are not Learning Disabled can have different learning styles and different strengths and weaknesses. Some people learn better through the auditory channel and need to hear things read aloud. Some are more visually oriented and need to see a picture. Some work best in discussion groups, and some prefer lectures and working alone. Encourage students to try out different techniques until they find one that helps.
Students who are visually impaired require some special consideration on the part of the tutor. The student can hear and respond to your comments and questions, but cannot see any marks you make on the paper. Many blind students use the text-to-speech capabilities of a computer to read e-mail, web pages, and other documents. If you type your comments into a computer file, or make them part of the student's on-line draft, the student can refer to them later when he or she returns to the computer. On-line tutoring is especially appropriate for both visually-impaired and hearing-impaired students.
If a blind student has a guide dog, do not pet or interact with the dog in any way, unless the student approves. The dog is on duty, and does not want to be distracted.
When working with deaf students a number of different situations may arise. Some deaf students can read lips, and in this case you must position yourself so that the student can see your face. Beards and mustaches can prevent the student from understanding what the tutor is saying, so it might be best for the staff to assign a clean-shaven tutor for lip-reading students. Other students may use a sign-language interpreter or a transcriber who types what you say into a computer like a court reporter. In this case you can tutor normally, but your student may be looking at the interpreter or at a computer screen while you are working, and on occasion you may have to pause or slow down. Sign language interpreting services can be requested through the DRC.
The most common method of communication you may use with deaf students is to write notes back and forth. Some deaf students cannot speak or do not speak well, so the entire conversation may take place in writing. This is a slow process, especially at first, but you will get used to it. It is not too different from e-mail or an electronic chat room. Indeed, electronic means of communication are often the best way to communicate with students who have a hearing impairment.