1. Learning Disabilities Online Accommodations

2. Introduction 10-15% of student population on average campus acknowledges a disability 29% of that group report having a learning disability LD students fastest growing group of students with disabilities on college campuses

3. Introduction 85% of jobs require at least some education beyond high school, compared with 61% in 1991 Nearly 1/10 th of online users in general have disabilities

4. Introduction Estimated 500,000 students with disabilities are enrolled in higher ed (as of 2001) Students with disabilities are served by 98% of 2 yr and 4 yr public institutions, 63% of private 4 yr institutions, 47% of private 2 yr institutions

5. Introduction Graduation rate for students with LD is only 3.5% compared to 62.1% for students without LD

6. Definition of Learning Disabilities No one universal definition Generally, cognitive impairment that makes learning difficult. Usually involves difficulties with written communication and sometimes with memorization

7. Accommodation Difficulties Lack of technical expertise Lack of access to necessary files Limitations within LMS Inexperience with accommodations online

8. Common LD Difficulties Poor reading comprehension/speed Spelling difficulties Rote memorization and recall extremely difficult for some LD students

9. Common LD Difficulties Extreme fatigue caused by reading Headaches caused by reading Written text can move or “shimmer” Difficulty resuming tasks when interrupted

10. Common LD Difficulties Working memory difficulties Organization difficulties Difficulties with math (often to the point of phobia) Difficulties with listening and understanding verbal information

11. Why are Accommodations Important? Americans with Disabilities Act covers learning disabilities as well as physical and mental disabilities Section 508 also includes learning disabilities Students should not be restricted from learning simply because they have a learning disability.

12. Section 508 Requires federal agencies to implement standards to ensure that ”individuals with disabilities, who are members of the public seeking information or services from a federal agency, have access to and use of information and data that is comparable to that provided to the public who are not individuals with disabilities…”

13. Most common accommodations Modified assignments Modified tests More time on assignments More time on tests

14. Instructional Design suggestions Use Word docs for notes and long reading assignments. Students can modify background colors, font face, font size, line spacing, etc. Break content into smaller modules. Put all files/materials related to each module together.

15. Instructional Design suggestions Make sure that information is presented in multiple formats (text, multimedia files, images, etc). Include written scripts of all audio and video materials. Make course notes and PowerPoint shows available to students in advance.

16. WebCT suggestions Selective release Group manager Test settings Assignment settings Learning modules

17. Contact information Mary Dziorny Technical trainer/WebCT Support The University of Texas at Dallas Mary.dziorny@utdallas.edu