Demystifying Learning Disabilities
and accommodation in the classroom
"I worry that
there's an entire industry out there
of gurus who are basically getting paid nicely to create these
diagnoses, which may be built on sand."
Neill, Professor and Chair of Psychology
"We need to find the
common ground between
teaching style and the characteristics of the learner."
of Faculty Resources for Disabilities
Academic Exchange October/November
2000 Contents Page
Make a syllabus statement. Students will be more comfortable approaching
professors if they perceive the instructor is open to accommodating
learning disabilities. One way to set the tone is to include
a statement in the course syllabus that encourages students registered
with ODS to discuss their accommodation requests with the instructor.
Invite the student
in. Have a conversation with a student
who has self-identified as learning disabled to discuss the accommodations
and ensure that they are working well.
Respect confidentiality. According to Gloria McCord of ODS, a student's
specific learning disability diagnosis is part of his or her
confidential medical record. The law prohibits ODS from disclosing
that information to faculty members. Professors should not disclose
to anyone else that a student has registered with ODS without
the student's permission.
Learn about other
resources. Wendy Newby came to Emory
in September to provide faculty resources for teaching students
with disabilities. She can be reached at 727-6766 or firstname.lastname@example.org.
Also contact the Office of Disability Services at 727-6016.