A learning disability is a permanent neurological disorder that affects the manner in which information is received, organized, remembered, and then retrieved or expressed. Students with learning disabilities possess average to above average intelligence.

Terms associated with learning disabilities include:

• dyslexia- inability to read.

• dyscalculia- inability to do mathematics.

• dysgraphia -inability to write words with appropriate syntax.

• dysphasia -inability to speak with fluency or sometimes to understand others.

• figure-ground perception -inability to see an object from a background of other objects.

• visual discrimination -inability to see the difference in objects.

• auditory figure-ground perception -inability to hear one sound among others.

• auditory sequencing -inability to hear sounds in the right order.

Characteristics may include an inability to perform in accordance with the norm in such areas as:

• oral language- understanding, word recall, grammar, pronunciation.

• listening comprehension.

• written expression -spelling errors, sentence structure, organization and development.

• basic reading skills -slow reading rate and retention, tracking skills, difficulty with syntax on tests.

• mathematical reasoning and calculation-basic operations, number reversals and confusion of symbols, copying problems, concept of time.

• social skills- spatial disorientation, low frustration level, low self-esteem, problem resolution.

• study skills and time management.

Accommodations may include:

• reduced course load.

• extended time to complete assignments.

• tape recorders.

• note-taking.

• taped texts.

• readers.

• extended time for in class assignments.

• assistive technology (calculator, word processor).

• extended time for testing, nondistracting environment.

Eligibility Verification

Eligibility for Disability Services at Seton Hall University is dependent upon the nature of the disability and its impact on learning. A person might meet eligibility requirements of vocational rehabilitation, disabled veterans or any other rehabilitation agency; however, he/she may not meet eligibility at the Seton Hall University. One of the reasons that the University developed these guidelines is for consistency throughout the institution. These guidelines are fairly consistent with those used by agencies administering standardized assessments. The ultimate decision as to eligibility on campus is a judgment that must be made by the Director of Disability Support Services based upon the guidelines developed for each type of disability.

Specific Learning Disabilities Documentation

Professionals conducting assessment and rendering diagnoses of specific learning disabilities must be qualified. A qualified professional needs to hold a degree in a field related to diagnosis of SLD and have at least one year of diagnostic experience with adults and late adolescents. Recommended practitioners include: certified and/or licensed psychologists, learning disabilities specialists, educational therapists, and diagnosticians in public school or colleges and rehabilitation services and private practitioners with the above qualifications are typically considered qualified. The diagnostician must be an impartial individual who is not a family member of the student.

The following guidelines are provided to assist the service provider in collaborating with each student to determine appropriate accommodations. Documentation serves as a foundation that legitimizes a student's request for appropriate accommodations. Required documentation includes:

1. Testing that is comprehensive, including a measure of both aptitude and academic achievement in the areas of reading, mathematics and written language.
2. Documentation for eligibility must reflect the current impact the learning disability has on the student's functioning (the age of acceptable documentation is dependent upon the disabling condition, the current status of the student and the student's specific request for accommodations).
3. A clear statement that a learning disability is present along with the rationale for this diagnosis. Information must include the nature and extent of the severe discrepancy that exists. (Note: Individual learning deficits, learning styles and learning differences do not, in and of themselves, constitute a learning disability.)
4. A narrative summary, including all scores (standard and percentile), which supports the diagnosis.
5. A statement of strengths and needs that will impact the student's ability to meet the demands of the postsecondary environment.
6. A statement of the functional impact or limitations of the disability on learning or other major life activities and the degree to which it impacts the individual in the learning context for which accommodations are being requested.

Further assessment by an appropriate professional may be required if coexisting learning disabilities or other disabling conditions are indicated. The student and the disability specialist collaboratively determine appropriate accommodations.