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DOCUMENT RESUME EC 307 898 ED 443 206 Frequently Asked Questions about Learning Disabilities. TITLE Illinois Univ., Urbana. Div. of Rehabilitation Education INSTITUTION Services. 1998-00-00 PUB DATE NOTE 13p. University of Illinois, Division of Rehabilitation-Education AVAILABLE FROM Services, 1207 Oak St., Champaign, IL 61820. Reports Descriptive (141) PUB TYPE MF01/PC01 Plus Postage. EDRS PRICE *Academic Accommodations (Disabilities); Clinical Diagnosis; DESCRIPTORS College Faculty; *College Students; Definitions; Disability Identification; Disclosure; Higher Education; *Learning Disabilities; *Student Rights; Teacher Student Relationship *UniversiLy of Illinois Urbana Champaign IDENTIFIERS ABSTRACT This brochure, in a question-and-answer format, provides basic information about learning disabilities for faculty at the University of Illinois at Urbana-Champaign. The questions address such topics as the definition of a learning disability, diagnostic criteria, documentation criteria, verifying the legitimacy of a student's request for accommodation, diagnosis after enrollment in the university, appropriate accommodations versus unfair advantages, the definition of "reasonable" accommodations, helping a student who may have an unrecognized learning disability, student self-disclosure and rights, grade expungement as a "reasonable" accommodation, and University of Illinois policies regarding accommodation of students with such disabilities. (DB) Reproductions supplied by EDRS are the best that can be made from the original document. nteqviently 4-1 Asked Oviestions \\ 60t4f Leaptning Disabilities U.S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) his document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official NIE position or policy. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY K TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 A publication of the Division of 3 Rehabilitation-Education Services of the University of Illinois )O at Urbana-Champaign 0 c) 2 LI 16 Feeqt,tently Asked Outestions Aboutt LeaLtlii pie Disabilities iiiesi-ion What is a learning disability? The most widely espoused definition for that which constitutes a learning disability was developed by the National Joint Committee on Learning Disabilities (NJCLD). According to the NJCLD: "Learning disabilities is a general term that refers to a heterogeneous group of disorders manifested by significant diffi culties in the ac- quisition and use of listening, speaking, reading, writing, reasoning, or mathematical skills. These disorders are intrinsic to the individual and presumed to be due to a central nervous system dysfunction, and may occur across the life span. Problems in self-regulatory behaviors, social perception, and social interaction may exist with the learning disabilities but do not, by themselves, constitute a learning disability. Although learning disabilities may occur con- comitantly with other disabilities (e.g., sensory impairment, mental retardation, serious emo- tional disturbance), or with extrinsic influences `\\ (such as cultural differences, insufficient or inappropriate instruction), they are not the result of those conditions or influences." Answers Questions & 1 2 tnesi-iovl What are the diagnostic criteria for a learning disability? In reviewing diagnostic documentation for specific learning disabilities, the Division of Rehabilitation- Education Services considers four diagnostic criteria which were derived from the definition of the National Joint Committee for Learning Disabilities (see question 1). These four criteria are: 1. Exclusionary Condition. The specific learning problem is the result of a presumed central nervous system dysfunction which does not primarily result from a sensory disability such as visual, auditory, or tactile loss or impairment; other neurological trauma or condition; a psychiatric condition; or the consequences of an impoverished or disadvantaged environment. 2. Cognitive Potential. The range of intellectual function is an IQ of 85 and above on either the Verbal, Perfor- mance or Full Scale IQ score as measured on the Wechsler Adult Intelligence Scale-Revised (WAIS-R). 3. Potential vs. Performance Discrepancies. Two types of discrepancies are used in these evaluations: aptitude- achievement and intra-achievement. An aptitude- achievement discrepancy reflects the amount of dis- parity between certain intellectual capabilities of an individual and his or her actual academic performance. An intra-achievement discrepancy is present within in- dividuals who have specific achievement deficits, such as inadequate reading comprehension or spelling skills. 4. Chronicity. The problems must have existed throughout the developmental stages of learning. 4 Answers 2 LD Questions & 3 tAestiovx What are the documentation criteria for a learning disability? Students requesting accommodations on the basis of a specific learning disability are required to provide diagnostic documentation from a licensed clinical professional famil- iar with the history and functional implications of their respective disabilities. In general, it is not acceptable for such documentation to include a diagnosis or testing per- formed by a member of the student's family. Additionally, students requesting accommodations for the manifestations of multiple disabilities must provide evidence of all such conditions. Specifically, students requesting accommodation on the basis of a specific learning disability must provide documentation which includes, but is not restricted to, the following: I. A diagnostic interview including a description of the presenting problem(s); developmental, medical, psy- chosocial and employment histories; family history (including primary language of the home and the student's current level of English fluency); and a dis- cussion of comorbidity where indicated. 2. An assessment of global intellectual functioning as measured by the Wechsler Adult Intelligence Scale-Re- vised (WAIS-R) with standard scores and scaled scores in table format of subtests. 3. The Woodcock Johnson Psychoeducational Battery-Re- vised Tests of CognitiveAbility to corroborate the functional limitations attributable to the diagnosis, and for which academic accommodations are being requested. The standard scores, standard deviations, and percentiles of each subtest and test cluster are required in table format. 4. A comprehensive academic achievement battery (e.g., Woodcock-Johnson Psychoeducational Battery - Revised: Tests of Achievement) with all standard scores, standard deviations and percentiles reported in table format for those subtests administered. 5. A specific diagnosis which conforms to the 4 diagnostic criteria for a specific learning disability (see question 2). 3 Answers ED Questions & 5 6. A clinical summary which: (1) indicates the substan- tial limitations to major life activities posed by the specified learning disability, (2) describes the extent to which these limitations impact the academic context for which accommodations are being requested, (3) suggests how the specific effects of the learning disability may be accommodated, and (4) states how the effects of the learning disability are remediated by the recommended accommodations. 7. The report should be on letterhead, dated, signed and include the name, title, and professional cre- dentials of the evaluator, including information about license or certification. 4 Omestion Doesn't everyone have a learning impairment? Cognitive abilities, like all human attributes, are subject to normal variation. Thus, everyone has strengths and weaknesses in cognitive functioning. However, a learning disability is different in that the variation is extreme and causes significant functional delay or prevents learning through the involved cognitive system. 5 Omestion How do I verify that a student's request for an accommodation is legitimate? Students requesting accommodations on the basis of a learning disability should be registered with the Division of Rehabilitation-Education Services (DRES), and should have a "Request for Accommodations" letter signed by a member of the DRES staff. It is recommended that you not agree to accommodations until you have a document from DRES. Other disability-related documentation may be valid, but the process of accommodation must be uni- form throughout UIUC. 4 Answers6 LD Questions & Obiestioll Can I ask students fir specific information about the nature of their disabilities? With very few exceptions, faculty are not entitled to information regarding the specific etiology of a student's disability. Further, disability-related information is considered con- fidential and, therefore, students are under no obligation to disclose that they have a disability, so long as they do not wish to request disability-related accommodations. When such accommodations are requested, UIUC policy requires that they disclose diagnostic information to DRES. DRES will subsequently provide verification to the instructor regarding whether the student is eligible for disability-related services. In addition, DRES will provide instructors with information on how the disability limits participation in relevant academic environments for the purpose of identi- fying and implementing reasonable accommodations. OutestiovA Why are some students diagnosed after they enroll at the U of I? The UIUC has rigorous admissions criteria which students with and without disabilities must meet to gain entry. Thus, those with learning disabilities who gain entry typically have cognitive strengths which rank among the brightest. Throughout secondary school they were able to rely upon those strengths to do well in the less competitive pool. How- ever, within the fast paced, highly competitive context of the UIUC, such students often find that their strengths can no longer compensate for significant weaknesses. They do poorly, seek consultation, and are subsequently diagnosed for the first time as having a learning disability. Trans 5 7 ID Answers Questions & fer students from other educational institutions may have been able to continue their personal compensation strate- gies from high school without a formal assessment. The reports of difficulties throughout the developmental stages of learning are still needed to support a later diagnosis. 8 Otnesi-iorx Do accommodations give students with learning disabilities an unfair advantage? When accommodations are objectively based upon the documented evidence of functional limitations due to disability, they simply compensate for the aforementioned limi- tation, and therefore are not advantageous. If the disability and/or its functional manifestations were falsely identified, the accommodations would likely be unfair due to the fact that they were not warranted. Studies have shown that when given extended time on exams, the grades of students without disabilities are not significantly improved beyond those which they achieved with normal time. However, extended time was demonstrated to significantly enhance the grades of students with disabilities necessitating this accommodation. Accommodations are designed to meet the needs of the student in a particular learning environment. Thus, the "Request for Accommodations" has an expiration date and must be renewed each semester. 9 Ouiesi-iorx How does DRES determine the "reasonable" accommodation(s) to be provided? The student is asked to describe the functional limitations of the particular educational environment. The g LD Questions Answers & student's narrative report is compared to the functional \ \ \ limitations associated with the standard scores and percentiles in the evaluation report. When a match occurs, \ \ \ the student's need for an "appropriate" accommodation is confirmed. The "reasonableness" is related to the extent of adaptation proposed in terms of environmental \\ adaptation, technology required, educational methods \\ \ \ and course requirements. \ 0 \\ \ 1 0 N\ N inestio I 1 0 \\- Do I have to give \ \ students with \ \ \ learning disabilities \ any accommodation they ask for in my class? \ \ No. Instructors are not required to provide accommo- \\ academic modifications or auxiliary aids which dations, would fundamentally alter the program, or which would \ \ constitute an undue financial or administrative hardship. \ However, instructors should always consult with DRES \ \ \ staff before denying any accommodation request. \ \ 0 \ \ \ 1 1 titestiovA --..... What do I do if I think a student may \ \\ \ have a learning disability? \ \` \ \ Ask the student if he/she would like to talk confiden- \\ tially about the difficulties he/she is encountering in your class. Describe the observations upon which your suspi- \ cion of a learning disability are based. Most often they \ will reflect excellence in one area of course performance and mediocrity in another. Ask if the student has had these same difficulties in other classes or in the past. In- \ \ \ \ \ \ \ \ 7 LD Questions & "Answers Q form the student that he/she may have these difficulties evaluated to determine if they are the result of a learning disability. If the evaluation results in the diagnosis of a learning disability, accommodations must be introduced which would allow the student to better demonstrate his/her knowledge and perform better in the course. Fi- nally, inform the student that the next step is to contact the Division of Rehabilitation-Education Services if he/ she would like to further investigate whether a learning disability is present. 12 titestiort Should I require students with l earning disabilities to identify themselves to me at the beginning of the term to receive accommodations? No. Students cannot be required to self-disclose. However, students with known disabilities who choose not to self- disclose accept responsibility for the consequences of that action. DRES recommends that the instructor make an access statement on the first day of class such as, "If you have some disability which may impede your full participation in this course, please see me to discuss how we may provide reasonable accommodation for your needs." In addition, DRES recommends that the following statement be included on the course syllabus: "Disability Accommodations To obtain disability- . related academic adjustments and/or auxiliary aids, students with disabilities must contact the course instructor and the Division of Rehabilitation-Education Services (DRES) as \ soon as possible. To contact DRES you may visit 1207 S. Oak St., Champaign, call 333-4603 (V/TDD), or e-mail a \ message to <[email protected] >. The DRES World Wide Web address is <http://www.als.uiuc.edu/dres>." 1 0 filt, LD Questions & Answers ._,