Frequently Asked Questions by Faculty

What is a learning disability?

The term learning disability refers to many different types of problems learning that result from difficulties with processing specific types of information. It is assumed that these disorders, which affect reading, math, writing, listening and speaking, are neurological in origin and not a result of culture, environment, poor instruction or general intellect. Problems with self-regulatory behaviors, social interactions and emotional state may occur along with learning disabilities but are not necessary part of them.

The field of learning disabilities is new, arising as a stable field of study in the 1960s and 1970s. The first legislation that resulted in the category of "learning disabled" was Public Law 94-142 in 1973. This law resulted in federal funding to local education agencies (LEAs) for services to students with handicaps. The legislation stipulated that identification of students with learning disabilities would be left up to the LEAs. Therefore, identification guidelines differ from state to state and region to region. There has been much discussion in the field about the use of a discrepancy between IQ and achievement as the defining criterion but this is the most common criterion for categorization.

Post-secondary institutions look for documentation that shows a history of learning disabilities, a cognitive profile that includes processing weaknesses (auditory memory, visual discrimination, slow processing speed, for example) and evidence of difficulties performing discrete academic tasks despite efforts to compensate.

What is an attention deficit hyperactivity disorder?

This disorder is characterized by difficulties sustaining attention on low preference activities, impulsivity and hyperactivity. ADHD is usually noticeable with the early developmental period. Symptoms may change throughout the lifespan, but it is no longer assumed that this disorder is "outgrown" during adolescence. Adults with ADHD often have difficulty on activities that required sustained attention, such as reading and writing, paying attention in lectures, organizing time and possessions and controlling impulses. These symptoms result in ineffective and inefficient learning strategies, disrupted social relationships and violations of rules or social norms.

What should I do if I suspect one of these disorders?

If, after careful observation, you believe that a student might have an undiagnosed disability, you should meet privately with that student to discuss your specific concerns. Ask the student if he/she is having any difficulties at present that he/she has noticed previously. Ask the student what he/she has done to overcome for these problems. Offer suggestions as to ways to work around the problems. Do not refer to your concerns as "suspicions of a disability." Schedule a follow up meeting to discuss the effectiveness of your suggestions. If problems continue, refer the student to the appropriate services, such as the Counseling Center or the Office of Disabilities Services.

What are "reasonable" accommodations. How much is enough?

An accommodation is considered "reasonable" if it addresses issues related to accessibility of instruction for all and does not cause undue hardship to the institution. Undue hardship might be excessive financial burden or interference with the environment. It is important to keep in mind, once again, that an accommodation should not change the essential requirements of the course or activity. Therefore, it is important as the professional who defines what is essential that these goals and objectives are clear and available to all relevant parties, such as the students and the ODS.

Do I have to provide the student with the disability with the accommodations as specified on the accommodation letter?

The answer to this is "yes" and "no." In 1977, the Department of Health, Education and Welfare (now Department of Education) established guidelines for implementation of Section 504 of the Rehabilitation Act. These guidelines stated that:

Institutions of higher education must modify academic requirements that are discriminatory. Modification may include extending time for completing degree requirements, allowing course substitutions, and adapting the manner in which particular courses are conducted. Institutions are not required to compromise on requirements that are essential to the program or course of instruction, or that are directly related to licensing requirements (Section 104.44(a)).

Court cases have upheld the right of institutions to establish their own standards and to maintain them. They have ruled, however, that practices should not discriminate against a student because of a disability. This includes preparing instruction that is accessible to all students and measuring performance through tests that reflect the student’s knowledge and mastery rather than his/her disability.

If you believe that the accommodation requested through the Office of Disabilities Services compromises the student’s ability to demonstrate mastery of the essential requirements of the course, you should contact the disabilities specialist and set up a meeting to express your concerns and reasons. Be prepared to suggest an alternate and more appropriate accommodation for this student.

What should I do if I cannot provide an accommodation even if I think it is appropriate?

Contact the disabilities specialist. Alternative arrangements will be made. The Office of Disabilities Services works closely with the Academic Support Program located within the Multicultural Center. Often they can provide the support that is requested.

How can I get students to request accommodations before their grades are in jeopardy?

Make a strong statement during the first classes that students with special needs should make an appointment to see you. Write this statement on the first page of your syllabus: "It is the policy of Emory University to make reasonable accommodations for qualified students with disabilities. All students with special requests or needs for accommodations should make this request in person as soon as possible" (or before a specific date).

Students with disabilities are not required to inform the institution or you of the disability even if they are registered with the Office of Disabilities. In order to receive an accommodation, however, it is the responsibility of the student to inform you of the need for an accommodation. The law does not require you to make changes on what has occurred. You should begin the accommodation from that point forward.

Why can’t I get more information about a student’s learning needs?

The Americans with Disabilities Act of 1990 makes it the right of the student to determine when to disclose a disability and to whom. Colleges and universities have the responsibility to protect this right.

All information provided by students to the Office of Disabilities Services is confidential. It is the responsibility of the student to request accommodations from the instructor and to explain his/her needs. It is not unusual for the student to understand little about the exact nature of his learning disability or attention problem. Students with some types of disabilities, such as learning, attention and emotional problems, are often unaware of how these conditions affect their learning.

You may suggest that the student sets up a meeting for him/her, you and the Office of Disabilities Services specialist to talk about the educational components of the disability. Wendy Newby, the Director of Faculty Resources for Disabilities, can also become involved in the instructional aspects of the student’s needs and work with you to individualize your instruction to meet the student’s needs.

What are the limits of confidentiality?

You should not share confidential information about the performance of a student with a disability or discuss any information of this student of a personal nature with colleagues, friends of the student or the parents of the student.

If you are aware that the student is a danger to himself or others, you should refer the student to the appropriate services and be sure that the student has made initial contact with the appropriate services. It is best to talk to a person in the Counseling Center if you have any reason for concern about the emotional well-being of the student, even if it is not an urgent situation. In such cases you can discuss general procedures.

If there are concerns about an un- or under-served student with a disability or suspicion of a disability, you should contact the Office of Disabilities Services or Wendy Newby, Director of Faculty Resources for Disabilities.

How should I request a notetaker for a student so that confidentiality is maintained?

Make a general announcement to the class that a notetaker is needed for your class. Explain that it will be the responsibility of this person to take notes in class each day and leave copies of these notes in your box after each class. Because this is a paid activity, arrangements are made through the Office of Disabilities Services.

Try out several candidates for notetaker before you select one. Establish a procedure for a "backup" notetaker in case one is absent. Leave the notes in a special box in the office for the student to collect.

Notes from others in the class are often helpful to students without diagnosed disabilities. You may wish to post your notes on line or have others share notes in a more formal way than the usual "Hey, can I borrow your notes?" that goes on between students. If you do this, you can control the quality of the notes that are passed around to some degree.

What types of technology is available to faculty and to students with disabilities.

We are quickly moving into an age when technology will enhance the learning of all students, but, specifically, students with sensory impairments and learning problems based on disabilities will find many technological improvements.

For visually impaired students, there are kits that change graphics to tactile materials. Auditory information can be embedded into text using software programs. Readers change text to voice quite easily and the voices used have become more natural.

For hearing impaired students, voice to text software is improving. Digitizing voice to text is being tested to see if it can provide a more cost effective way of collecting notes from class and even have real-time captioning capability.

For students with learning and attention problems, where it is especially important to use multimedia approaches to enhance learning, Blackboard and other multimedia formats help create more accessible learning experiences.

Webaim (www.webaim.org) will help administrators and instructors understand the accessibility issues for all information posted on the web, such as information about the university, its departments and programs and Bobby (www.bobby.org) can be used to evaluate websites for accessibility.