In order to dispel misinformation, a brief description of learning disabilities and federal law is provided. " is examined, and recommendations are provided for the informed and active participation of faculty in accommodating college students with learning disabilities.
A student approaches a faculty member after the first day of class and informs her that he has a learning disability and will need extended time on all exams.
Accommodation of the needs of students with learning disabilities frequently involves academic adjustments in faculty teaching and evaluation of learning.
Some faculty note the importance of considering individual student abilities and attitudes in the accommodation process; others express interest in learning new methods to meet the needs of students while maintaining academic excellence (Nelson, Dodd, & Smith, 1990).
" in accommodating college students with learning disabilities.
The purpose of this article is to examine this perplexing question.
For example, in a survey of faculty at a small public university, Matthews, et al.
(1987) found that the majority of faculty were willing to provide 74% of a range of possible accommodations listed for students with learning disabilities.