Accomodating disabilities

Applying this label--whether by teachers, parents, peers, and even the students themselves--can make such students feel they are stupid or below normal intelligence.

However, multiple studies prove this inference wrong.

A crucial accommodation is giving explicit clarification whether in the classroom, in the lab, on the web, or via distance learning.

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However, just because a teacher uses technology in the classroom does not mean the SLD student will benefit.

In order for technology to truly function as an assistive devices, potential needs for accommodation must be considered when designing an activity/assignment.

This number has increased approximately 10% in the last ten years.

In 1993, 25% of all college students identified themselves as learning disabled, and in 2000 this number increased to approximately 33% (NCLD).

New terms refocus attention from an overall deficiency to a narrow developmental disorder that affects how the student learns.

Two terms, specific learning disorder (SLD) and specific developmental disorder (SDD), emphasize that these disorders are specific in nature, suggesting specific coping strategies for individual disorders (Wender 5, 14; Eckwall 315-316).

The number of SLD students in higher education is actually greater since many SLD students do not have the formal testing that legitimizes their learning disability.

What this means is that one-fourth to one-third of freshmen students have some level of learning difficulty.

Some technological resources include specific assistive devices for SLD students and are offered through campus support services.

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